Davis Math Mastery

Image courtesy of positivedyslexia.com

Davis® Math Mastery provides tools to correct problems learning math. These learning problems are sometimes called dyscalculia and can often accompany dyslexia and ADHD symptoms.

The Davis approach goes to the root issues that cause some people to have problems understanding and learning math with traditional teaching methods. Visual-spatial thinkers are often confused by the words and symbols which describe math functions. When the foundation concepts for understanding all mathematics are mastered, learning math becomes easy.

Like Davis Dyslexia Correction®, the first step in Davis Math Mastery is to enable children and adults to control disorientation. Once students can be sure that their perceptions are accurate, they can resolve any confusions about math with methods that build upon their creative and imaginative strengths.

The length of a Davis Math Mastery program varies, depending on the needs of the individual. Usually, the Facilitator will schedule 5 to 8 days. Less time may be required if the client has already completed a basic Davis Dyslexia Correction program. The program is appropriate for children age 8 and over, and adults of any age.

Courtesy of dyslexia-add-autismlearning.caDavis Math Mastery programs address:

  • Foundation concepts for understanding and learning math;
  • Numbers, numerals, quantities, and counting;
  • Place value;
  • Arithmetic operations;
  • Fractions and decimals;
  • Word problem comprehension;
  • Learning math facts like basic addition or multiplication tables;
  • Telling time or keeping track of time;
  • Reading or using a calendar;
  • Making change;
  • Balancing a checkbook;
  • Sequencing and Logic

Basic Outline of a Davis Math Mastery Program:

  • Davis Perceptual Ability Assessment and Symptoms Profile Interview
  • Davis Orientation Counseling®
  • Mastery of basic language symbols, as needed
  • Introduction to Davis Symbol Mastery®
  • Mastery of the foundation concepts underlying all mathematics: Change, Cause-Effect, Before-After, Consequence, Time, Sequence, and Order vs. Disorder
  • Davis Math Function Exercises: Twelve exercises which quickly lead to competency with dividing three-place numbers including decimals.
  • Symbol Mastery practice on Story Problem Trigger Words: For example the word “by.” The common meaning in everyday language would be “close to.” There are two separate meanings which must be mastered for accurate comprehension in math — for multiplication the meaning would be “using as a multiplier,” and for division the meaning would be “into groups of.”
  • Comprehension practice reading story problems, as needed.
  • Symbol Mastery on Key glossary words of math text book, if needed.
  • Results Assessment Interview .
  • Support training for teachers, tutors, parents and helpers.
  • A Student Backpack Kit with a manual and materials necessary for successful follow-up to the program. (Follow up consists of mastering the meanings of 21 “trigger words” which describe math functions.)
  • For more information, see: Davis Math Mastery Standards

This program is currently available online from many Davis Facilitators. For more information, see Online Program Delivery (Pilot Program).

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  • Susan Leon

    If you haven’t tried it already…this is 4 years old, I see. Try finding a developmental optometrist who can do vision therapy. It REALLY works and in combination with Davis was the most helpful thing for my child. The exercise are easy to do — kind of fun actually — and make a big difference pretty quickly. Make sure to get someone who is fully qualified to do VT. You can see more in this excellent book by Wendy Rosen. The Hidden Link between Vision and Learning.

  • Abigail Marshall, DDAI webmaster

    Davis Facilitators in Florida are listed at this page: https://www.davismethod.org/loc/florida
    You can contact any facilitator directly to discuss program options.

  • Abigail Marshall, DDAI webmaster

    All licensed Davis Providers are listed at http://www.davismethod.org

    You can use the map features or search for a specific location.

    Here is a direct link for Boston: https://www.davismethod.org/?s=&category=&location-address=Boston%2C+MA%2C+USA&lat=42.3600825&lon=-71.0588801&runits=mi&rad=150&a=true

  • Karl

    Are there any programs out there that focus on Advanced Math? Algebra etc?

    • Abigail Marshall, DDAI webmaster

      Karl, when people have significant difficulties with mathematics in general (dyscalculia), and kind of hit the wall with advanced math, the problems usually stem from unresolved problems with very basic math concepts, language, or symbols. So our program is focused on identifying and resolving those underlying problems. They are foundational concepts and so our program description seems pretty basic, but usually it is a problem with the foundation that is also at the root of the stumbling block later on. However, within the course of a Davis math program, a Facilitator can work with a client on any level — so for example, if the problem was with algebra, the facilitator would provide tools geared to that level as well.

      Many people who do not have underlying problems might also find math difficult as they progress to higher math, but those students usually will do fine with regular tutoring or with the help of online resources like Khan Academy. So basically if those sorts of resources aren’t helping, it is a good sign that the root of the problem is at a more foundational level. Sometimes it’s not matter of confusion over the actual math concepts, but difficulties making sense of words or symbols, or sequential logic.

  • Dave

    using the example of How many times 4 goes into 12, my student understands the meaning of ‘goes’, ‘into’…but doesn’t understand how to apply it to numbers….does this fit into the category of dyslexia, and will the same treatment be applied?

    • Abigail Marshall, DDAI webmaster

      Dave, our approach with either a Davis Math or a Davis Dyslexia program would be to use clay modeling to master the meanings of the words. Words like “go” and “into” are “trigger” words that can cause confusion in reading, but they also have distinct and separate meanings for math. So following our approach, the math-specific definitions would need to be mastered.

  • Ankita M

    What is the age required to do only math mastery programme

  • Julie

    My son is 15 years old and was recently diagnosed with dyscalculia and dyslexia. He is taking Algebra 1 for 9th grade math and is really struggling. How can we help him succeed? Can the school he’s attending keep giving him algebraic story problems that he’s unable to answer and expect him to do well? Are there laws?

    • Abigail Marshall, DDAI webmaster

      Julie, if you are in the US, then you can work with the school to develop an IEP or to obtain appropriate accommodations.

      Davis Facilitators can help teenagers to overcome difficulties with math. Often when the problem is with story problems or algebraic formulas, the difficulty is with making sense of the words used in the problems rather than underlying concepts. Either way, a Davis program can help.

  • Michelle

    Looking for help. My son is 15, has dyslexia and ADD (inattentive). In high school now and extremely frustrated with Algebra. He knows how to do the steps in his head but it becomes jumbled and messy when he tries to write them out. So many Xs, Ys and +×÷=- ! He then looses the answer or second guesses himself. He will erase his work multiple times making paper messier and harder to read. What can you suggest? Thank you.

  • Abigail Marshall, DDAI webmaster

    Your daughter’s headaches and visual-perceptual difficulties could be signs of disorienation. If you believe this is related to her dyslexia– for example, if this only occurs when she is trying to read — then you may find it helpful to read The Gift of Dyslexia.

    But headaches along with visual disturbances are also common symptoms of migraine — so if the headaches aren’t tied to reading or schoolwork, you might want to consider that possibility.

  • Ms. Randymary

    I am dyslexic and a writer who is writer about her own dyslexia. I do not remember how I learned math and have always had difficulty with 6 & 9 to this day. Is there any explanation how I might have gotten my brain to function when I see a 6 and it is a 9 and them my brain clarifies it with in seconds to the right number?

    • Abigail Marshall, DDAI webmaster

      You are describing the process of disorientation triggered by a symbol that is confusing to you. In early childhood, you weren’t able to distinguish 6 from 9 because they are the exact same symbol – one is just inverted. So in your mind, it is one symbol, and now every time you see either a 6 or 9, your brain automatically disorients and summons up both images — and then the conscious, problem-solving part of your brain kicks in to choose among the two options and select the correct one. That’s the “clarifying” part — your thinking brain resolving the disorientation, but it takes a couple of seconds instead of being automatic.

      We use clay modeling to resolve this issue, because there is something about the involvement of the creative and tactile process of working with clay along with having a 3-dimensional version of the symbol that cements the correct symbol in the mind.

  • Abigail Marshall, DDAI webmaster

    Yes. Go to https://www.davismethod.org/loc/south-africa for a complete list and map of locations.

  • Abigail Marshall, DDAI webmaster

    Davis Facilitators are independent professionals who set their own fees. All Davis programs are given in a one-on-one context with the client working directly and personally with the Facilitator in a private setting. Some Facilitator are willing to travel to their client’s location to provide a program. Because the length of the program can vary, it is possible that a facilitator would need to meet with the client first before quoting a fee.

    It is not possible to do any of the basic Davis programs (Math Mastery, Attention Mastery, Dyslexia Correction) in any context other than working directly with the facilitator — so no, the program cannot be done at a distance. However, an initial consultation and preliminary screening interview can be done using phone or videoconferencing when the facilitator is not nearby.

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