Life Doesn't Happen by Subject (neither should your education)

We help our clients design education that integrates math, literacy, and tech skills into real-life situations of interest to learners so that they can apply the skills immediately, build confidence in using the skills, and reach their educational goals.

Math you can relate to

Very early in our education, we are separated into two groups of people: those who are good at math and those who are bad at math.
This separation follows us throughout our lives because we believe we are either good or bad at math and that makes us either smart or not smart. At the same time, math is used as a way to filter people into higher-paid and lower-paid jobs. Therefore, being bad at math makes it less likely that we will end up in a high-paying job.
With the use of computers and calculators, we know that it is not math skills we need but the ability to use numbers and number operations to make decisions and understand our world.
This is not math as you were taught in school—this is numeracy.

Numeracy by the Numbers


1/3 of all US adults have low numeracy skills


Higher numeracy skills can increase earning by more than 16%


Integrating math into coursework can increase completion rates by 2 to 3 times

Transforming Adult Education

Whether your Adult Education program is adult foundational skills, adult secondary skills, workforce, or post-secondary work, your program needs numeracy to bridge the gap for your students from the math they struggled to learn to the skills they'll need for their careers.

We offer:

Adaptable Math/Numeracy Curriculum
and Instructor Training

We provide an adaptable curriculum and instructor training on best practices to use our curriculum to integrate math into a course of study.

Math/Numeracy Curriculum
Integration Consulting

Integrating math into subject matter courses increases completion rates, particularly for underrepresented groups such as women and BIPOC

Train the Trainer
Adult Education Best Practices

Train the Trainer (teacher/facilitator/instructor) to use andragogy best practices to teach numeracy/math skills to learners/clients

About Tesa

Tesa Leon is in the doctoral program in Education Leadership for Change. Her research focuses on developing an adult foundational numeracy skills curriculum that is both trauma-informed and adaptable to learners’ culture and goals.

Tesa received her BS from the University of Kentucky in Mathematics; her MS from the University of Kentucky in Statistics; her MA from George Washington University in Counseling; and her Graduate Certificate from the University of the District of Columbia in Adult Education.

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Tesa has over 25 years in education, teaching at the primary, secondary, and post-secondary levels. She has taught in rural, suburban, and urban communities. She spent two years teaching statistics at Kenyatta University in Nairobi, Kenya. Throughout her teaching career, Tesa was told she "couldn’t teach math that way". Yet, she continued to find methods and venues where she could bring mathematics education to the real world. Helping students say, “This is where I will use this.”

Numeracy, using numbers and number operations in social practice, is correlated with higher wages, lower rates of incarceration, improved socio-economic status, better civic engagement, and other improved social functions. Tesa’s work rises from a passionate belief in equity through education that is relevant to the person. An obstacle to many adults' educational ambitions is insufficient math skills. Tesa believes that by changing how math is taught, more students can be successful at achieving their personal goals. Her doctoral research project hopes to prove that different methods of teaching can improve these outcomes.

As a member of the Open Door Collective’s Evidence-Based Adult Education System Research Taskforce, she advocates for numeracy education as part of the literacy agenda. She is also collaborating with Dr. Nadine Braunstein of California State University, Sacramento to create a series of videos on Numeracy in Nutrition. They lead a workshop, Interdisciplinary collaboration to integrate numeracy skills and foundational teacher training into non-teacher training coursework, based on their work Adults Learning Mathematics 29 in Barcelona.

What Students Are Saying

"It was a fantastic presentation that helped me a lot! I think learning about the food label with the activities and pair-sharing helped me understand more about the ways I can teach it to other people. That lesson was great! Keep it in the lesson plan for next semester!"

Jane N.

Nutritional Counseling Student

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