For some children, math is more than a difficult school subject. Repeated struggles can affect their confidence, self-esteem, and willingness to participate in class.
Kellie Gayton, owner and center director of Mathnasium of Goshen and Monroe, understands this firsthand. After 17 years teaching Algebra I, Algebra II, and statistics, Gayton opened Mathnasium of Goshen in 2023 and later expanded to Monroe, hoping to give children something traditional classrooms cannot always provide: the opportunity to learn at their own pace.
Meeting children where they are
“When I was teaching Algebra One, it was hard to see students struggling, knowing that if they were able to go back and learn these pieces that they missed, they would be in a much better position,” Gayton recalled.
In a traditional classroom, teachers must follow grade-level curricula even when students have missed foundational skills from earlier years.
At Mathnasium, learning begins with an assessment identifying each child’s strengths and gaps. Individualized instruction follows, generally with four students per instructor.
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“We meet them where they are, whatever their grade, like whatever their math knowledge is. That’s where we meet them,” Gayton explained.
The approach also benefits advanced learners who need greater challenges rather than additional review.
Supporting different learning needs
For children with learning differences, Gayton believes flexibility and comfort are essential.
Some students with special needs begin with one-on-one instruction before gradually transitioning into a small-group environment.
Students who have difficulty remaining seated can stand while working or take short breaks before returning to their assignments.
Gayton recalled a student who returned after graduating from high school, determined to strengthen basic math skills.
“She just came back to us after graduation and said, ‘I really want to actually learn math.'”
Rather than focusing on her age, the team began with the foundational material she needed.
Gayton emphasized that each student’s needs and comfort with the learning environment must be evaluated individually. Not every setting works for every child.
Turning small achievements into confidence
Mathnasium incorporates mental, visual, verbal, tactile, and written approaches to help children understand mathematical concepts.
Lessons also use scaffolding, gradually reducing instructional support as students become more independent.
Gayton remembers a young student who, after finding his assignments surprisingly manageable, asked whether math would ever become difficult.
In his experience, math had always been hard.
She explained that he was already learning increasingly challenging material, but building skills in the right sequence made each new topic easier to understand.
Another student received his first A-plus in math through the center’s mastery checks.
“I never got an A plus in math before,” the child told her.
His mother came in to photograph the achievement.
For Gayton, these moments demonstrate how academic progress can change a child’s perception of personal ability.
She also described a student who entered the program below grade level and, after nearly three years of consistent effort and family support, achieved Level 4 on her state math assessment, exceeding district and state performance levels.
Helping families recognize the signs
Gayton encourages parents to pay attention when homework regularly ends in tears, frustration, arguments, or hours of struggle.
A student who appears distracted in class may sometimes be overwhelmed by missing foundational skills rather than simply unwilling to participate.
She also cautions families that closing substantial learning gaps takes time.
“It’s definitely best for parents to know that it’s not an overnight fix.”
Parents receive notifications when their children master topics and can arrange progress meetings. The centers also incorporate school-related challenges into individual learning plans.
Although Mathnasium does not assign additional homework, Gayton hopes stronger skills will make learning easier at home and school.
Building success beyond the classroom
Serving families from Goshen, Monroe, and surrounding communities, Gayton sees her work as extending beyond mathematics.
Her greatest hope is that students regain the confidence to participate in school, approach challenges, and believe in their own abilities.
“That comes from a place where they say, ‘I can do it,’ and that’s confidence, right?”
Her philosophy is simple:
“I just want to build success on success.”
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