Kids being happy about doing maths

Speech and Language Programs

Math Masters Summer Program


The Northeastern University Speech-Language and Hearing Center is excited to announce Math Masters, a summer offering in collaboration with the Bouvé College of Health Sciences Department of Applied Psychology, will be running for its fourth summer in 2024. Math Masters aligns with the established Word Detectives reading program and will provide a small-group, individualized math boost for learners entering 2nd through 6th grade. The program provides quality, research-validated math instruction and content engagement to ensure math skills remain intact with the goal of improvement during time when students are not in school.

2024 Session Dates

Students who register commit to attending all dates of the program.

July 8 — 11 (Monday — Thursday)
July 15 — 18 (Monday — Thursday)
July 22 — 25 (Monday — Thursday)
July 29 — August 1 (Monday — Thursday)

Program Schedule and Details

The Math Masters program integrates specialized math instruction with daily, engaging enrichment activities. Before beginning the program, learners’ math skills will be evaluated through evidence-based assessment methods. The results will be utilized to establish baseline levels of math performance, in addition to placing learners in groups with similar skill sets.

Math Masters will be held during afternoon hours to allow learners to take part in the morning Word Detectives (WD) program (though participation in the WD program is not required for Math Masters). During each four-hour session, children will participate in two instructional sessions and two application activities based upon increasing their own specific math goals.

Students will receive evidence-based, explicit direct instruction through the Corrective Mathematics remediation curriculum, word problem solving through Solving Math Word Problems, and fluency-based instruction and evaluation, in addition to other technologies derived from the science of learning. Application activities will be geared toward transferring skills outside of the direct instruction realm. Additionally, learners will be given ample opportunity for movement-based activities and a snack break.

Summer Afternoon Schedule

12:30-1:00 PMLunch*
1:00-1:30 PMOpening Meeting & Ticket-In
1:30-1:45 PMStrategy Time
1:45-2:15 PMFirst Instructional Session
2:15-2:30 PMApplication Activity
2:30-3:00 PMSnack & Outside Activities
3:00-3:15 PMQuiet Activity Time
3:15-3:45 PMSecond Instructional Session
3:45-4:00 PMApplication Activity
4:00-4:30 PMClosing Meeting & Ticket Out
*Learners attending both Word Detectives and Math Masters will have a lunch break from 12:30pm to 1:00pm. *Early drop-off for afternoon or late pick-up for morning for Math Masters only learners will be available for a $12 fee. These learners will have lunch with the learners from the Word Detectives program.

As part of participation, families will receive a progress report detailing the results of all math evaluations and the type of instruction delivered over the course of the program. Parents are also invited to meet with the Northeastern faculty members leading the program during the program to discuss progress and address any concerns about math skill sets.

Program Tuition: $2400

Applications will be reviewed as they are received, and students will be accepted on a rolling basis until the program is full. Once accepted, a $400 deposit is required to secure a spot in the program. Full tuition is due no later than March 15, 2024.

Curriculum Instruction

The Math Masters program offers a scientifically validated approach to math instruction that focuses on the foundation skills for which advanced mathematics skills are built upon. The program incorporates practices proven essential to effective, efficient instruction including small homogeneous groups, use of evidence-based instruction, parental involvement, and ongoing progress monitoring. In addition, the program embeds research-based motivational strategies, designed to encourage persistence, engagement, and methods to promote independent learning into every aspect of instruction. We will do this by building programs on your learner’s specific needs.

Math Masters is a personalized learning experience, meeting your child wherever they are. This is accomplished through assessment and placements that ensure appropriate instructional match and help to build confidence and enthusiasm.

Learners will be given the opportunity to chart their own progress as they complete lessons, build skills, and apply what they have learned to games, activities, crafts, cooking, science, and more. Target skills will align with Common Core standards to promote transfer of learned skills to school in the fall.


Children attend our program because they are “behind” in mathematics skills in comparison to their peers but have not been diagnosed with a formal learning disability. The application process is designed to ensure that the program is a good match for your child’s learning needs.

Applications will be reviewed by Dr. Robin S. Codding and Dr. Nicole M. Davis. Following review, appropriate matches are given the option of assessment dates prior to the start of the program. All learners must complete a screening assessment prior to the start of the program.

For questions about the program please contact, Dr. Robin Codding ([email protected]) or Dr. Nicole Davis ([email protected]).

Open to Everyone


The Math Masters team will consist of Northeastern University faculty and graduate students from the School Psychology and Applied Behavior Analysis programs, as well as certified teachers. Faculty will design programming, conduct assessments, develop and implement staff training, and make on-going, data-driven programming decisions. Teachers will be supported by graduate students who will facilitate instructional and application sessions for groups of learners with the same math needs.

Opportunities for communication will be available throughout the program. Weekly newsletters will be sent home with students’ individual progress reports. An evaluation report will be generated following completion of the program in August.


Our goal is to bridge the gap learners may have gained during the last year of math instruction. Specifically, we hope that students learn foundational skills that will benefit any mathematician, giving them a head start for math in the 2024-2025 school year.

We incorporate elements of some of the most prevalent evidence-based math programs, which are solidly grounded in the science of learning and behavior. All programming will be centered on the needs and current levels of the learners, built on curriculum-based assessments and consistent progress monitoring.

The learning experiences will include use of Corrective Mathematics™, a Direct Instruction curriculum which has been proven to result in fast skill acquisition, and Solving Math Word Problems, a scripted program using schema-based instruction. Fluency training will be incorporated to support students’ mastery of foundational math skills through student-centered strategy building.

Additionally, students will learn to track and assess their own progress and build an individualized book of math strategies, creating the opportunity to build confidence and pride in their own math skills. Variation in types of math work provided will be based on grade level and students’ skill needs.

The purpose of this program is to provide a resource for students who have experienced barriers to effective instruction, and thus fallen behind on their math skills. In general, our program is appropriate for students of average or above average intellectual potential who are under-achieving in math.

Our program is not appropriate for students with primary emotional or behavioral difficulties. Our application process is designed to ensure that the program is a “good fit” for your child’s learning needs. The application process will review the application materials by the program faculty, including review of parent and teacher statements. Upon acceptance, one pre-program assessment session will be required prior to the program’s start to determine baseline performance and appropriate student groupings.

Three assessment dates will be offered for the assessment session and all learners must attend one session to participate in the program.  Admission decisions are made on a rolling basis, with the first review of applications occurring in mid-January.

The camp will run Monday through Thursday. The afternoon session will run from 1:00 pm to 4:30 pm with drop off at 12:45pm. Students attending Word Detectives in the morning will transition to Math Masters after lunch.

Each day will consist of:

  • Explicit Instruction — Small group or individual instruction using Corrective Mathematics and Solving Math Word Problems programming
  • Fluency and Progress Monitoring — Students build automaticity with foundational mathematics skills. Students graph their own progress as well as learn to select and evaluate strategies to enhance their skills
  • Generalization Application Activities — Games, puzzles, art, and science projects that utilized concepts learned in instructional lessons and will carry over to activities students encounter in school

Movement breaks will be incorporated in all instructional blocks in alignment with best practices for teaching and the learning of elementary-aged learners.

Following registration, each student will be scheduled to visit the Center to complete a pre-program assessment. Scores from the pre-assessments are used, along with a review of the student’s application materials, to create well-balanced instructional groupings of students with similar skill profiles.

At the end of the program, we will give each child a small battery of post-assessments. Families will receive their child’s pre/post assessment results following the conclusion of the program. These results will be presented in a report that will also describe the instruction delivered over the course of the program, and some suggested recommendations for the school year. You are welcome to view graphs of progress throughout the summer.

Families will receive a weekly newsletter containing classroom-specific information about the instructional content covered.

In addition, during the third week of the program, we will reach out to invite any families who are interested in meeting with the head teachers and staff to discuss their child’s progress.

Finally, we encourage you to email the program directors and/or your child’s head teacher if you have any questions during the program.

We emphasize to families that our program is only 16 days long and we are realistic about the types of gains we can expect students to make in such a short period of time. We measure progress in multiple ways and will make decisions about programming based on your child’s own progress throughout the camp.