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Themathguy 
Instructional designers will combine efforts and skills to establish a direct portal for K-12 students, teachers, and parents: themathguy .com will provide an easy entry for students to access instructional materials and resources-customizable for their individual use. 
This 'intelligent' educational environment represents a major step beyond the traditional static html-based website. In this environment, web 'pages' are constructed dynamically- drawing from a vast array of interrelated databases. A teacher may, for example, arrange within the site a set of resources and tools specific to one of her classes; assembling resources from across academic disciplines and content areas, arranging communication tools and instructional applications in a way that best addresses the needs of the 
students. Students may submit data through this 'environment'-or may interact directly with researchers or other students. Data analysis may be conducted on-the-fly, within the website. Through a user-friendly interface, the teacher could then provide his/her students with access to a customized instruction via the web. Our designers and programmers will work in conjlJnction with the Math Guy team to design and refine tools such as this, driven by the need!) of the teacher, parent, and students. 
How the MASI-Online and the website work together: Creating the Math Guy 
System 
At the concllJsion of the assessment the MASI-online will determine the concepts that the 
student is currently ready to learn, based on that student's current knowledge state. 
These new concepts are listed in the report, and the learning approach is initiated by clicking on any highlighted phrase representing a concept in the list. 
The content of the learning mode is ultimately to be based on information provided by the Math Guy and associates-based on good pedagogy it can be visualized and described 
as a combination of lessons representing a series of concepts to be mastered. Examples of the facilities to be offered in the learning mode may be as follows: .Practice 
.Explanations of concepts and procedures; .Dictionary of mathematical terms; .Calculator. 
For example, a student working on a particular problem may "ask for" a 'hint' to solving a problem (by clicking on a button marked "give me a hint"). The hint will actually provide a short solution of the problem along with a brief 'how to' lesson. This lesson may take the form of an animation-presenting the concept from the perspective of the MathGuy instructional materials. Alternative or more detailed explanation may also be available (by 
clicking on "tell me more"). 
After reading the explanation(s), the student may return to "Practice" (by clicking on the button markE!d "Practice"), where s/he will be presented with another problem 
exemplifying the item or concept just illustrated. If the studentis successful in solving the problem, the system will offer (usually) two or three more instances of the same item to assure the student has mastered the concept. 
In the text of problems and explanations, mathematical terms such as "addition", "factor" and "square root" are may be highlighted. Clicking on any highlighted word or phrase will open the mathematical dictionary to a definition of the corresponding concept. The 
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