About Peschel & Associates

Our emphasis is on the student learning aspect of an Idealized Seven-Step Teacher-Student Relationship. We want to make sure that students truly learn what has been taught them.

Peschel & Associates is a California proprietorship that develops unique teaching materials, tutors mathematics and that networks with specially-qualified math teachers.

We have been developing supplemental after-school learning materials for classes designed for Grades 1-8 students who wish to be sure to master Algebra 1 before entering high school.

We begin with any Grade but will make sure that Grade 4 and Grade 8 meet the TIMMS international standards used to measure the progress of top-achieving countries.

For us this is the beginning of a progression from Grade 4 through Grade 12 aimed at the study of Advanced Placement (AP) Calculus in high school.  Such studies prepare one to sit for the AP test.

Depending on AP test results students either improve their chances for college admission and gain valuable course credit –  or they learn enough to avoid having to take expensive remedial classes.

We model many practices after the successful KIPP and Jaime Escalante’s Math Programs – except that we offer this privately and as a supplemental program similar to Kumon.

Our ultimate goal in the learning progression is to prepare students to sit for the AP Exam –  not to necessarily pass it.   In doing so students will learn a lot of math that they otherwise would not.  As Jaime Escalante demonstrated so well = college  is a very worthy, concrete goal for parents and students.

We also emulate successful practices from Singapore, Hong Kong, Japan, and other top-achieving countries. In these countries daily after-school work helps students trly excel.  In such countries there is great competition to even enter the universities.

We specialize in teaching study skills, ways to prevent and overcome math anxiety, learning to ask “good questions”, how to get the most from collaboration and to bme self-directed learners

We are private-for-profit and so can quickly adopt new advances in philosophy, science, and education.  These are some of the strands we follow:

– Rigorous state, national, professional and international math content standards that: help define what studets should know and be able todo

– A new epistemological theory (circa 1968)  defining what concepts are, how they are formed, and how they are best integrated into existing knowledge

– Math knowledge contexts thatprovide standards for learning material development and help find comfortable starting points for remedial instruction

– Cognitive science research that helps us create lesson & learning materials

– Programmed instruction technology to restate study lessons simply, build tiny learning steps and build Q&A interactivity,

– Flashcard software that supports both multi-media experiences for learners and provides for teacher administration of learner feedback .

– Desktop computers  and Smartphone with Internet access, screen-sharing, networking and computer projection for teaching large classes or for individualized student learning,

– Social networking technology for building and expanding math learning communities

– Internet website designs that support directed math website visits, lesson  graphics, search capability and interactive student learning experiences

– High-speed Internet connection technology that supports scree=sharing or – online distant learning.

We have studied what might work in public schools,  what wouldn’t  and how we can best complement or supplement school math instruction.

For some time we have studied the latest Math Wars controversy, have see  it as very misguided and applaud the recent national strategy to use research evidence and move on.

We have chosen to base our methods on cognitive science and teaching students to know mathematics, apply it, explain it to one’s self and extend thinking to the new thinking challenges.

We urge families to be pro-active in making sure their children get the best math education possible – this they can do at some cost.

Our emphasis is on the student learning aspect of the Seven laws of Teaching.   We want to make sure that students truly learn what they have been taught in school.

And we believe our program can truly help.