Educators, Jumping Joey’s Number Line Makes Math Fun!

Educators understand that students respond well to engaging, multi-sensory exercises. With Jumping Joey’s Number Line, educators can easily teach arithmetic concepts to students and offer them the chance to succeed independently. Jumping Joey’s Number Line provides an immersive learning experience that covers a range of skills for varying ages, so students can continue learning year after year with Jumping Joey.

Developed By Educators, Jumping Joey’s Learning System Develops Mathematical Foundations Through Kinesthetic Learning

Building upon backgrounds in Psychology and Childhood General and Special Education, the creators of Jumping Joey’s Number Line took a multi-sensory approach featuring kinesthetic learning and the number line framework. By combining these orientations, the student has a greater probability of internalizing the information, while making abstract concepts more meaningful. This product line supports National Council of Teacher of Mathematics (NCTM) standards and the National Association for the Education of Young Children (NAEYC) and NCTM recommendations.

Jumping Joey’s Number Line has been used in diverse settings, from summer institutes to classrooms. Our experience working with children and teachers throughout the elementary years in public, parochial, special education, and private schools have led us to extend Jumping Joey’s Number Line to cover all four operations of arithmetic throughout several years of development.

With the full suite of Jumping Joey’s Number Line products, students can solve a range of problems from the most fundamental to extremely intricate. Jumping Joey’s Number Line provides the structure and supports that students need as they reach new heights in performance and interest. It works equally well on its own or with existing curricula.

Get Jumping Joey’s Number Line in Your Classroom!

Educators, find out more about how to get Jumping Joey’s Number Line products in your classrooms. Fill out our contact form.