Our History

2019 MNT Program expands with new office in Crockett, CA
2018 MNT Program gives the first Norma and Ralph Griffin Memorial Scholarship
2018 MNT becomes a program under M. Lee & Company
2017 MNT opens an office in Crockett, CA
2015 MNT offers tutoring to Timebankers
2015 MNT launches data-driven Personalized Study Plan for SAT takers.
2015 MNT launches the 30-30 Program
2015 Mostly Math is renamed as My Neighborhood Tutor (MNT)
2011 A Tutor’s Perspective is founded
2009 Mostly Math opens first office in downtown Walnut Creek, CA
2001 Mostly Math founded

6 Responses to Our History

  1. Barry says:

    is far more difficult sujecbt matter to teach than Pure Mathematics. A better than average command of Algebra (including written computation) is necessary before a student is ready to start understanding the concepts encountered in a class. I come across many students who have somehow managed to satisfy the pre-requisite math classes, as set by the educational institution they attend, necessary to enroll in a class but whose grasp of Algebra is less than adequate for a student entering a class.This puts both the student and the , me, in a tricky situation. I find myself teaching the student material that both should have already been learned and is outside the focus of the course material for the class they are enrolled in. It’s necessary to catch them up in areas of Algebra before they are able to do the problems they run into a class. Many times this turns into a struggle for both the student and the .

    • MM says:

      Thank you for your comment, Barry. Agreed, when students seemly have not mastered the prerequisite for a course, that places the instructor in a challenging situation. I’ll share some tips:
      1. Day 1 of a class, an instructor can give a 5-question quiz on the math/Algebra prerequisites for the class.
      2. Those who get less than 80% can be told they will struggle to get a C in the course.
      a. Offer links to online videos that will get them up to speed (optional to complete).
      b. Offer them worksheets with answer keys (optional to complete).
      c. Tell students to take the graded quiz to a free campus resource (e.g., Math Lab) or a private tutor and have the tutor get them up to speed in two weeks times (optional).
      This approach is transparent and supportive to the student who might otherwise struggle, yet the instructor’s time is spent only on the course material (and not on remedial learning), which is fair to prepared students and the instructor. Granted, it will take some curriculum development time for the instructor to develop a quiz and to find exactly the right videos or worksheet that helps students learn the Algebra needed, but once you spend that time, you can keep using the same quiz, videos, and worksheets semester after semester.

  2. Jacoby says:

    Whoever edits and publishes these airtcels really knows what they’re doing.

    • Thank you, Jacoby! Currently, I am the only one writing and publishing content on this site unless otherwise noted (i.e., when I quote other data/authors/articles/statistics). If there are particular topics that you’d like me to discuss, please let me know.

  3. Navid says:

    That’s way more clever than I was expceting. Thanks!