What math tutoring can help with
We teach math from the early grades through high school, including:
- Early math: number sense, counting, and addition and subtraction facts.
- Elementary math: multiplication and division, fractions and decimals, measurement, basic geometry and word problems.
- Middle and high school math: pre-algebra, algebra, geometry, statistics and probability, and later courses.
Children with dyscalculia (a learning disability that affects number sense, calculation and math reasoning), ADHD, autism, dyslexia and other learning differences can all find math hard for different reasons. That is why we look closely at how your child works through a problem, not just whether the answer is right.
Look beyond the wrong answer
A student may know a calculation but not know when to use it. Another may follow a procedure they were shown without understanding the quantities. A useful starting conversation separates understanding the idea, remembering the steps, reading the question and organizing the work. It helps to tell us about:
- Number ideas: where counting, place value, fractions or comparing numbers become confusing.
- Word problems: whether the hard part is reading the question, picking out the information or choosing the operation.
- Multiple steps: where your child loses their place or needs a prompt.
- Independent work: what your child can do alone, and what changes when someone helps.
How our teachers approach math
All of our tutors are certified in special education, and we aren’t tied to one teaching approach. The teacher uses the first sessions to see which skills are secure and where a gap starts. That work shapes a written starting plan that we review with you. From there, sessions may include:
- going back to an earlier concept when a later one depends on it, without shame or rushing;
- working on one concept until it is secure before moving on;
- making ideas concrete and visual with diagrams, number lines, objects and real-world examples;
- a mix of seeing, saying and doing, so your child can show what they know in more than one way;
- examples built around your child’s interests;
- talking through the steps of a problem and checking understanding, not just the final answer.
Example (for illustration): a child might get the right answer when a word problem is read aloud but stall when reading the same problem alone. That points to a useful question for the teacher: how will teaching separate the math from the language in the question? It is an example to discuss, not a diagnosis or a promised result.
Confidence matters in math. A child who has had many hard experiences with math may expect to get it wrong. The teacher starts from what your child can already do, so each new step builds on something that works. You get a summary after each session, and the teacher can provide a quarterly progress report if you ask for one, so you can see which skills are becoming secure.
When reading, attention or organization is part of it
Sometimes the math is fine and something else is getting in the way. If reading the problem is the obstacle, see reading and dyslexia tutoring. If starting, keeping track of steps or finishing work is the challenge, see ADHD and executive function tutoring. For an autistic child, tell us how your child shows what they know, whether by explaining aloud, pointing to a choice or writing the steps, and read about our autism tutoring.
Using your child’s IEP or 504 math goals
If your child has math goals or accommodations in an IEP (individualized education program) or a 504 plan, now or from a previous school, tell us about them in your own words. The teacher uses that information, along with your observations and the first sessions, to shape academic goals for tutoring. A tutoring plan is not an IEP, and it doesn’t replace school services.
If you are considering the Georgia Promise Scholarship, read how the law describes the effect on special education services. Promise students cannot be enrolled in a public school, even part-time, except in an approved college and career academy, and Georgia law (O.C.G.A. § 20-2B-22(e)) says a participating student’s “resident school system shall not be obligated to provide services to such student that would be required if such student were enrolled in such school system unless the student reenrolls in the resident school system.” Our guide to Georgia Promise and your child’s IEP explains more, and your school district, a Georgia Parent Mentor or Parent to Parent of Georgia can answer questions about your child.
What we don’t do
We provide academic tutoring only. We don’t diagnose dyscalculia or other learning disabilities, we don’t evaluate children, and we don’t provide therapy of any kind. Online tutoring also doesn’t suit every child; in the consultation, we’ll talk honestly about whether it fits yours.
Paying with the Georgia Promise Scholarship
Special Ed Resource is an approved provider in the Georgia Promise Scholarship Odyssey Marketplace, with approved tutoring offerings there. We are not the Georgia Education Savings Authority, Odyssey or the State of Georgia. Promise pays only for tutoring provided by an educator certified by the Georgia Professional Standards Commission, and each Marketplace offering names its tutor, so if you plan to pay with Promise, we’ll tell you in the consultation which teacher would work with your child.
Families pay through the Marketplace; Promise does not reimburse families for tutoring they paid for themselves. Families can also pay privately. Our guide to paying for tutoring with Georgia Promise explains the Marketplace, and our tutoring overview lists the other subjects we teach.
Program status: In August 2026, families filed a lawsuit in DeKalb County Superior Court (Sands v. Green) challenging the rule that students must first attend public school, according to the families’ lawyers and news reports. As of October 2, 2026, we have found no report of a ruling, and the program is operating for the 2026-27 school year. Read about the court case.