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 Utah Fits All, read how the law describes the effect on special education services. Utah Code 53F-6-402(4)(b) requires the application to include the acknowledgment that “A qualifying provider may not provide the same level of disability services that are provided in a public school” and that agreeing to establish the account “has the same effect as a parental refusal to consent to services as described in 34 C.F.R. Sec. 300.300.” Our guide to Utah Fits All and your child’s IEP explains more, and your school district or the Utah Parent Center 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 Utah Fits All
Special Education Resource LLC is an approved provider in the Utah Fits All Odyssey Marketplace. We are not Odyssey, the Utah State Board of Education or the State of Utah. Odyssey’s Eligible Expense Guide lists “Tutoring Services” as an eligible service, and its purchase limits set no cap on tutoring. In the Marketplace, Odyssey says it “pays vendors directly—you don’t have to pay out of pocket and wait for reimbursement.” Utah Fits All covers K-12 students. Our guide to paying for tutoring with Utah Fits All explains the Marketplace and reimbursement routes, and our tutoring overview lists the other subjects we teach.
Program status: In April 2025, Utah’s Third District Court ruled Utah Fits All unconstitutional, and the State appealed to the Utah Supreme Court. As of October 1, 2026, the Utah Supreme Court has not ruled, and the program is operating for the 2026-27 school year. Read about the court case.