Math Help Algebra

Math Help Algebra

It is very frustrating to see students fail Algebra. They are frustrated and give up because they do not know where to get the math help for Algebra. They go to school and listen to lectures but nothing sticks because of previous failures. These failures are because of a lack of math help for algebra. The fundamental problem in the 9th grade is that students arrive without certain prerequisite skills that are necessary for success.

Basic Math Skills for Success in Algebra

Students must know the multiplication tables of numbers 1-12 as a minimum. They must know how to multiply numbers without a calculator. They must know how to do long division, multiply and divide fractions and decimals. There are a lot of underlying tasks for these skills, but these are the basic skills. If a student has a mastery of these basic skills then they can have success in algebra. If they do not then they are destined to find themselves on the path of failure and frustration.

Teacher’s Viewpoint – for Math Help Algebra

I want to help every student take and pass algebra the first time. In California, this is important because if the student fails algebra 1, then they will most certainly fail the California High School Exit Examination. It would be nice if the teacher had the list of students coming to their respective classrooms the upcoming year. If this was possible then the teacher could conduct an analysis of the student’s deficiencies and contact their parents to come up with an intervention plan, a home summer school program, which can help prepare them for the upcoming year. However, this teacher’s experience is that I never knew who my students are until 2 days before school starts. The budget cuts and teacher furloughs has reduced this time to “0” days.

What can parents do? - Get math help for algebra

Parents need to use some of the time during the summer months prior to the start of school to make sure that their children are prepared for the next level.

I have searched the internet for resources for algebra that can help prepare students for algebra. Three hours a week can make a big difference. So, here are my recommendations:

Math Help Algebra

#1- Problem – Multiplication, Division, and Fractions

Students arrive at the high school level not prepared for the rigor of algebra 1.

Get this course and correct the problems with multiplication, division, and fractions. This will be one of the most enjoyable, simplest, and easiest ways to spend quality and productive time with your child, and learn something powerful in the process!

Click here for more information and ordering – Math Help Algebra

#2- Problem – Lack of Retention of Basic Skills and Pre-Algebra Experience

Learning Upgrade is offering free summer school student courses for 2012 to all qualifying U.S. schools. Teachers can enroll students in any of our math and reading courses. Students can complete lessons in school and at home.

“The high-interest format of songs, video, and games can motivate students to make learning breakthroughs during the summer. Students can start the fall session better prepared.
“ (, 2012). Ridlon (2008) research supports a new concept of problem-centered learning as being more effective. Johnson et al. (2000) research supports the need for retention of mathematical skills as a necessary ingredient for success in passing algebra 1. Blumen and Rajaram (2009) research supports the need for repeated collaborative retrieval activities that increases memory recall.

Click here for a free sign-up – Get Math Help Algebra Now!


Blumen, H., & Rajaram, S. (2009). Effects of repeated collaborative retrieval on individual memory vary as a function of recall versus recognition tasks. Memory (Hove, England), 17(8), 840-846. (2012). Free Summer School Courses. Retrieved on June 29, 2012 from

Johnson, D., Johnson, R., & Stanne, M. (2000). Cooperative learning methods: A meta analysis. Minneapolis, Minn.:

Ridlon, C. L. (2009). Learning Mathematics via a Problem-Centered Approach: A Two-Year Study. Mathematical Thinking & Learning, 11(4), 188-225.

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