Math | 扒哥黑料 Nurture Curiosity Tue, 02 Jun 2026 15:02:54 +0000 en-US hourly 1 https://wordpress.org/?v=7.0 https://www-media.discoveryeducation.com/wp-content/uploads/2026/01/de-site-favicon-2026-70x70.png Math | 扒哥黑料 32 32 District Purchasing Guide: Considerations for Foundational Reading 扒哥黑料 /blog/educational-leadership/how-to-choose-a-reading-program/ Tue, 02 Jun 2026 14:54:22 +0000 /?post_type=blog&p=214955 Key takeaways Choosing the right foundational reading solution requires asking the right questions. Effective programs personalize learning for every student. Student engagement and educator support are just as important as curriculum. Is your district considering purchasing a supplemental foundational reading solution? This guide can help to ensure that your investments in learning technology improves student […]

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Key takeaways

  • Choosing the right foundational reading solution requires asking the right questions.

  • Effective programs personalize learning for every student.

  • Student engagement and educator support are just as important as curriculum.

students reading

Is your district considering purchasing a supplemental foundational reading solution? This guide can help to ensure that your investments in learning technology improves student growth and achievement and supports educators.

An effective supplemental learning program provides engaging, adaptive, conceptual-based foundational reading curriculum to help personalize and increase learning outcomes. Identifying the right program can be a significant undertaking.

Important Considerations

An effective supplemental learning program provides engaging, adaptive, conceptual-based foundational reading curriculum to help personalize and increase learning outcomes. Identifying the right program can be a significant undertaking.

Consider These Questions When Evaluating 扒哥黑料 That Help Young Students Learn to Read

  • Does the program engage young learners? What is the fun factor? Does it have fun characters and motivating storylines?

  • In what ways does the program address the specific learning needs of young learners (Pre K-5)? Intervention use cases?

  • How does the solution automatically differentiate learning? Does it provide just-in-time scaffolding that supports students as they need it?

  • How is educational technology and adaptivity used to deliver learning outcomes?

  • How does the program build mastery of critical foundational reading skills?

  • Does the solution align to Science of Reading and use a structured literacy approach?

  • Does the solution provide fluency practice?

  • How does the solution support student agency and help drive their motivation to learn?

  • How are learning paths personalized? Does the program adjust instruction and practice on the basis of progress and productive struggle?

  • How does the program motivate and engage students? Are students incentivized as they master skills? How is gamification used?

  • Does the subscription include implementation, onboarding and ongoing customer success?

  • Is ongoing customer support included in your subscription?

  • Does the solution follow best practices for instructional design?

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Sample Questions For Foundational Reading 扒哥黑料

The right questions can help you uncover the nuanced differences between potential solutions and identify the fit that offers the best return on investment.

Adaptivity / Acceleration

How can the solution support the instructional needs of all students? How does it adapt to each student's unique needs?

Some requirements to consider:

  • How does the product personalize learning pathways to address MTSS, RTI, and offer differentiated learning for both acceleration and remediation?

  • How does the program speed-up, slow-down, and sequence lessons for each student to ensure their skills mastery?

  • If a student does not have a prerequisite sub-skill needed to complete an activity, does the program identify, rectify and return the student to grade level play?

  • How does the program determine what each student needs, based on their unique starting point?

  • How can educators make supplemental assignments for accelerated or struggling students?

Student Engagement/Agency

Do students want to return to the product again and again because they enjoy the play?

Some requirements to consider:听

  • How does the program delight, engage, and motivate students? Does it use gamification, rewards and other incentives?

  • How, specifically, does the student experience agency over their own learning?

  • How does the program promote a growth mindset in foundational reading skills?

  • Is the solution age-and grade-appropriate? How is student play built around storylines and themes that are attractive to young learners?

  • Can students track their own progress in the program?

Assessment & Curricular Insights

How is formative and summative assessment used to inform learning? How do potential solutions use technology to personalize the student experience?

  • Describe the use of assessment technology, both summative and formative.

  • How does the solution assess student productive struggle and strategies?

  • How well does the solution correlate to your state standards?

  • Does the solution align with your core curriculum? Ask them to provide examples.

  • Describe how capstones, milestones, and summative assessments are presented to students? How does the solution mitigate test anxiety?

Instructional Design

How does the curriculum and instructional design address foundational reading skills? How is technology used to reinforce reading skills mastery?

  • How does the program use targeted personalization to develop reading skills mastery?

  • How is explicit instruction provided? How is practice provided and does it support explicit instruction?

  • Describe the use of virtual manipulatives.

  • How do students receive feedback on their play? How does this feedback inform instruction?

  • How does the program build on prior learning and strategically move from simple to complex concepts?

  • How does the solution use instructional design and adaptivity to provide accelerated learning outcomes?

Implementation Success & Ongoing Professional Learning

How are your administrators and educators supported during implementation and use? Does the solution offer opportunities for training and development?

  • Describe the implementation and ongoing support provided by the vendor.

  • How accessible is professional development to educators, paraeducators, and administrators?

Integrations

How do you integrate rosters and support single sign-on? Will your method translate to ongoing ease of use by staff and students?

  • How are students rostered?

  • Does the program support SSO and rostering via Clever or ClassLink?

  • What support does the provider offer during implementation?

Explore Our Foundational Reading 扒哥黑料

Ready to find the right foundational reading solution for your district? Explore DreamBox Reading and see how 扒哥黑料 can help improve student growth and achievement.

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]]> students-reading 1st Grade Math Teaching Guide | Activities and Standards /blog/teaching-and-learning/1st-grade-math/ Mon, 01 Jun 2026 18:12:47 +0000 /?post_type=blog&p=214915 Key takeaways First-grade math builds on the concepts and skills taught in kindergarten While 1st-grade academic standards are generally similar, 颈迟鈥檚 important to learn your school鈥檚 specific expectations To keep students engaged and attentive, lessons should be purposeful and focused, but also brief, hands-on, and engaging When children begin 1st grade, they鈥檙别 usually filled with […]

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Key takeaways

  • First-grade math builds on the concepts and skills taught in kindergarten

  • While 1st-grade academic standards are generally similar, 颈迟鈥檚 important to learn your school鈥檚 specific expectations

  • To keep students engaged and attentive, lessons should be purposeful and focused, but also brief, hands-on, and engaging

first grade math teacher

When children begin 1st grade, they鈥檙别 usually filled with excitement, curiosity, and energy. They鈥檝e 鈥済raduated鈥 from kindergarten and are familiar with classroom routines and expectations, and are generally eager to learn. Luckily, teachers can keep the momentum going by creating a classroom environment where learning and fun are both on the table. In this guide, we review 1st-grade math standards, outline teaching tips and strategies, and share five fun math activities that students love. Le迟鈥檚 get started!

1st Grade Math Standards

First-grade academic standards provide an overview of the concepts and skills students are expected to learn by the end of the school year. While programs like Common Core attempted to create more consistency across the United States, academic standards still differ by state, district, or individual school. Even so, 1st-grade math standards across the country focus on four main topics, including operations and algebraic thinking, place value and number sense, measurement and data, and geometry.

Operations and Algebraic Thinking

Students learn to represent and solve addition and subtraction problems within 20, and use mental math to solve problems within 10. They solve addition word problems with three whole numbers using objects, drawings, or equations with a symbol to represent the unknown number. They also use strategies such as counting on, making 10, or decomposing numbers to solve addition and subtraction problems.

Place Value and Number Sense

First graders learn to count and write numbers up to 120, and to use numerals to represent a specific number of objects. They鈥檒l explore place value and understand that a two-digit number represents a certain amount of tens and ones. They鈥檒l also learn to compare numbers using greater than, less than, and equal to symbols. Students will use place value knowledge to mentally add or subtract by tens and explain their reasoning.

Measurement and Data

Students learn to measure the length of an object using multiple shorter objects and express the length in whole numbers. For example, students might use several paper clips to measure the length of an envelope. Students will also learn to order three objects by length. In 1st grade, students use analog and digital clocks to write and tell time to the hour and half-hour. They will learn to collect, organize, and represent data in up to three categories, and ask and answer questions about the total number of data points, the amount in each category, and how many more or fewer there are in one category than another.

Geometry

Students will identify two-dimensional shapes and three-dimensional shapes. They will learn how to count and compare the sides and corners of shapes. First graders will also build and draw shapes like rectangles, squares, triangles, and trapezoids. Students will understand how to divide circles and rectangles into two and four equal parts, and describe those parts using the words halves, fourths, and quarters.

10 Tips for Teaching 1st Grade Math

While academic standards outline what students should learn by the end of the year, the way those skills are taught should be flexible, interactive, and responsive to 蝉迟耻诲别苍迟蝉鈥 needs. While there鈥檚 no definitive, straightforward 鈥渞ecipe鈥 for teaching 1st-grade math, we鈥檝e outlined several intentional tips and strategies to help students understand math concepts and master key 1st-grade skills.

1. Build Number Sense

The ability to understand numbers and their relationships is essential for math success. Help students build number sense by using manipulatives for concrete understanding, connecting math to the real world, playing games, and encouraging students to explain their thinking.

2. Concrete-Visual-Abstract

Explore math concepts through concrete objects like counters or coins, then move to visual aids like number lines and hundreds charts, and finally to numbers and symbols. Children develop abstract reasoning skills later, so concrete learning is essential for understanding.

3. Build Fluency Through Strategies

Teach students strategies such as making 10, counting on, fact families, and doubles to help them solve problems more efficiently. When students learn strategies instead of relying on memorization, they develop the skills to solve more complex problems later on.

4. Consistent, Low-Stakes Assessment

Formative assessments are effective ways to assess student progress throughout the lesson. Additionally, asking students to reflect on their learning will help strengthen their critical thinking skills. Examples for 1st graders include: 鈥渢humbs up, thumbs down, or thumbs sideways鈥 to show their understanding, drawing pictures to explain strategies, or simply circulating the room and observing closely. Consistent, low-stakes assessment also allows teachers to make adjustments or correct misunderstandings immediately.

5. Use Math Vocabulary

Incorporate math language throughout the day, modeling important terms like 鈥渟um,鈥 鈥渄ifference,鈥 鈥渧ertices,鈥 and more to strengthen understanding and prepare for more complex math challenges. Using proper terminology from the beginning avoids confusion later on!

6. Play Games

Board games, dice games, and card games all provide students with meaningful practice in important skills and concepts. Using mathematical games is also a low-pressure way for students to interact with and learn from one another.

7. Use Real-World Contexts

Activities like nature walks, shape hunts, or measuring ingredients allow 1st graders to understand that numbers are everywhere. Exploring real-world scenarios makes math feel meaningful and relevant.

8. Keep Lessons Short and Active

Young learners benefit from lessons that are brief but meaningful. Interactive, focused activities that encourage movement or hands-on learning keep 1st graders engaged and motivated.

9. Differentiate

First graders arrive in the classroom with differing levels of ability and readiness. Create lesson plans that provide extra support, practice, or challenge to meet every student’s needs.

10. Celebrate Progress

Encourage a positive math mindset by celebrating progress, not perfection. Students thrive in a supportive environment where they feel safe taking educational risks, making mistakes, and practicing new skills.

Also, be sure to check out our guide to teaching elementary math听for even more strategies to help your learners succeed in the classroom and beyond.

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5 1st Grade Math Activities

No matter which specific standards your school follows, consistently practicing 1st-grade math concepts helps students develop skills and confidence. Dreambox Math听is an online program designed to help students master standards-aligned math concepts. Through engaging, interactive math games and practice problems, Dreambox offers a personalized approach to practice.

1. Math Block Towers

When 1st graders are learning addition and subtraction, they need to see concrete examples of combining numbers to produce a new number. In this block tower activity, students choose two colors to show the sum of a two-digit equation. First, each student will need a worksheet or flashcards with addition problems (see the example below). Then, they鈥檒l need 10 blocks in one color and 10 in another. Working individually or in pairs, students read the addition question and build a tower using the right number of blocks.

2. Bundle and Build

One of the first place value lessons 1st graders learn is the importance of the number 10 and how grouping items by tens helps us count. This hands-on activity uses popsicle sticks to help students visualize a group of 10 by bundling them together. Give each student 30 popsicle sticks (count these and bundle ahead of time). Working as a whole group, show the students how to bundle 10 sticks with a rubber band. Then, ask the students to count out more popsicle sticks鈥搚ou can choose any number less than 10. For example, 1 bundle and 4 sticks represent the number 14. As students count and organize the sticks, they begin to build an understanding of tens and ones.

3. Marshmallow Shape Building

In 1st-grade geometry, students learn to identify 2D and 3D shapes correctly. This fun (and tasty!) activity helps develop spatial intelligence and makes the abstract concept of shapes easier to understand. First, give each student a handful of mini marshmallows and several toothpicks. As a whole group, discuss the attributes of shapes they鈥檝e already learned, drawing each on a large white board. First graders will then form 2D shapes using marshmallows and toothpicks. When completed, have volunteers explain their process. Time permitting, work on creating 3D shapes, such as cones, cubes, or pyramids.

4. Online Math Activities

If your 1st graders are begging for screen time, turn it into a learning opportunity by utilizing online math programs, practice problems, or math apps. Be sure to check out 顿谤别补尘叠辞虫鈥檚 award-winning听online math program. 顿谤别补尘叠辞虫鈥檚 personalized program is filled with practice opportunities and interactive activities that support your child鈥檚 unique math journey.

5. Measurement Activity

1st graders concentrate on different types of measurement, and this activity has always been a hit with my students and is perfect for the beginning of the school year. Each student writes their first name on a strip of paper. If needed, provide strips with boxes to guide letter placement. Working as a group, glue the strips of paper on a large poster board, ordering them from shortest name to longest name. For example, the chart might begin with 鈥淎my鈥 (3 letters) and end with Christopher (10 letters). Extend the activity by having the students compare the names using math vocabulary, such as 鈥渓onger than,鈥 鈥渟horter than,鈥 or 鈥渆qual to.鈥

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]]> first-grade-math-teacher How to Choose a Supplemental Math Program: A District Purchasing Guide /blog/educational-leadership/how-to-choose-a-math-program/ Fri, 29 May 2026 18:07:47 +0000 /?post_type=blog&p=214834 Key takeaways Evidence quality is non-negotiable. Adaptivity and data tools are only valuable if teachers can act on them. Adoption determines ROI. Is Your District Considering A Supplemental Math Solution To Accelerate Learning For All Students And Increase Teacher Capacity? The investment in curriculum programs for schools in your district is a significant undertaking. You […]

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Key takeaways

  • Evidence quality is non-negotiable.

  • Adaptivity and data tools are only valuable if teachers can act on them.

  • Adoption determines ROI.

Math Intervention Tile 1 jpg

Is Your District Considering A Supplemental Math Solution To Accelerate Learning For All Students And Increase Teacher Capacity?

The investment in curriculum programs for schools in your district is a significant undertaking. You have diverse student needs, staffing capacity concerns, and district accountability to consider.

This helpful guide provides districts with a comprehensive set of criteria for preparing to issue a request for proposals (RFP) or to make a district purchasing decision for supplemental math programs.

Objectives

  • To accelerate learning for diverse classroom instructional needs
  • To support data-driven instruction and district administration with robust and easy-to-read data analytics
  • To expand classroom staff capacity

Important Considerations

  • Does the research show independently evaluated 鈥淪trong鈥 evidence of effectiveness?
  • Does the solution build deep conceptual understanding needed to develop critical math skills?
  • Does the solution provide the just-in-time supports needed?
  • Does the student have agency over their learning?
  • Can assessment data support real-time instructional decisions?
  • Can assessment data support real-time instructional decisions?
  • Does progress monitoring support predictive analytics and teaching recommendations?
  • Does the PD offered adapt to your needs?
  • Does the PD offered adapt to your needs?
  • Is ongoing support included in your subscription?

Weighing and Ranking Criteria

Use this chart to help your district determine the ranking of important criteria when it comes to finding a supplemental math program.

Category Description Weight (district completes)
Efficacy Independently proven to produce desired outcomes including ESSA 鈥淪trong鈥 research
Adaptivity Students develop the conceptual understanding and fluency needed
Acceleration Just-in-time scaffolding, feedback, hints and instructional support
Student Agency Choice and control over interactive lessons and student progress monitoring
Assessment Supports data-driven instruction with real time assessment data
Data-Driven Instructional tools Tools provide teacher insights into student thinking and personalized lesson assignments
Progress Monitoring Provides predictive analytics and real-time usage and progress data for educators and administrators
Professional Learning Flexible implementation 鈥 blended or on-site PD
Implementation Success & Ongoing Support Provides implementation and onboarding services to support adoption and usage with ongoing customer support
Integrations Supports SSO and rostering via Clever or ClassLink

Explore K-8 Math Resources

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Questions and Considerations for Choosing a Supplemental Math Program

Consider these thoughtful questions and criteria to find the answers that best inform your selection of a supplemental math program.

Efficacy

Identify the research that demonstrates the program is as effective as they say. Who conducted the research and has it been validated by independent third parties?

Criteria to Consider:

  • What ESSA Tier of Evidence does the product have and is there research to support the level?
  • Is there a list of independent Randomized Control Trial (RCT) studies that demonstrate the usage needed to support the study outcomes?
  • What is the recommended usage of the program?
  • Do they have customer testimonials that support their efficacy claims?

Adaptivity & Acceleration

How can the solution support the instructional needs of all students? How does it adapt to each studen迟鈥檚 unique needs?

Criteria to Consider:

  • Does the program deliver what students need in a motivating and engaging format?
  • How does the program determine what each student needs based on their unique starting point?
  • What are the adaptive learning pathways a student takes through the program?
  • What are the scaffolds, hints, and feedback offered in the program?
  • How does the solution serve MTSS Instruction for Tier I, II, and III?
  • How does the solution serve the needs of English Language Learners?
  • How can teachers make supplemental assignments for accelerated or struggling students?

Student Engagement & Agency

A program only works when students use it. Selecting a solution that students love increases the likelihood you will achieve your progress goals.

Criteria to Consider:

  • How does the student experience agency over their learning?
  • How does the program promote a growth mindset in mathematics?
  • Is the solution age- and grade-agnostic?
  • Can students track their own progress in the program?

Assessment & Curricular Insights

Consider that a more innovative approach to assessment may help you get the data needed to drive instruction while also relieving students of test-anxiety and increasing instructional time.

Criteria to Consider:

  • Does the solution assess student methods in addition to answers?
  • Does the solution deliver ongoing, real-time proficiency data?
  • How often does the assessment need to occur and how much time does it take?
  • How does the assessment inform instruction?
  • Does the solution align with your state standards and core curriculum?

Progress Monitoring & Data-Driven Instructional Tools

Educator demands are high and classroom diversity tests capacity. How useful is the data a solution generates? Can teachers easily use that data to make personalized instructional decisions?

Criteria to Consider:

  • Do the instructional tools allow educators to group students with shared levels of understanding?
  • Does the program make lesson recommendations and predictions to inform instructional strategies?
  • Does the solution provide visibility into how students think and learn?
  • How does the solution help teachers monitor progress and provide personalized and targeted instruction at scale?

Implementation & Professional Learning

The effectiveness of your investment is tied to usage and adoption. The program cannot be burdensome to your staff.

Criteria to Consider:

  • How does the solution support PD for math?
  • How accessible is Professional Development?
  • What type of implementation and ongoing support does the solution provide?

Integrations

The ability to integrate rosters and support for single-sign-on will translate to ongoing ease of use by staff and students.

  • Does the program support SSO and rostering via Clever or ClassLink?

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]]> Math-Intervention-Tile-1.jpg Math Intervention Guide: 10 Research-Based Strategies That Work /blog/teaching-and-learning/math-intervention/ Fri, 01 May 2026 15:27:08 +0000 /?post_type=blog&p=213445 Key takeaways Matching instruction to where a student actually is in their learning, not where the curriculum assumes they should be, is what separates math intervention that works from math intervention that looks good on paper. The districts that catch struggling students earliest treat screening as the beginning of a process, not the end. The […]

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Key takeaways

  • Matching instruction to where a student actually is in their learning, not where the curriculum assumes they should be, is what separates math intervention that works from math intervention that looks good on paper.

  • The districts that catch struggling students earliest treat screening as the beginning of a process, not the end.

  • The most effective math intervention strategies combine explicit instruction, targeted skill practice, and progress monitoring. They work because they work together.

3rd Grade min

When a student misses something foundational in math, it does not just affect that skill. It starts affecting everything that comes after it. Math intervention, when grounded in solid research and implemented consistently, is one of the most effective responses.

What Is Math Intervention?

Math intervention is a structured, targeted instructional approach for students who are not making adequate progress through core instruction alone.鈦 MTSS, which stands for Multi-Tiered System of Supports, is the framework most schools use to decide how much support a student needs and what kind.虏 Tier 1 covers the foundational instruction that all students receive. When students need something beyond that, Tier 2 provides additional small-group support. For students with more significant skill gaps, Tier 3 offers intensive, often one-on-one instruction.

Math intervention is not the same as special education, and it is not simply re-teaching the same lesson a second time and hoping for a different result. Many students who need intervention have gaps resulting from inconsistent instruction. Sometimes a student missed a critical concept and never had the chance to recover it. Not all academic support is the same. Remediation, intervention, and acceleration each serve a different purpose, and knowing which one a student actually needs is where good decision-making starts.

Many popular tools, including digital learning apps and just-in-time review lessons, get adopted because they are engaging or easy to implement, not because the evidence behind them is strong. A collection of supplemental tools does not make a math intervention system. What matters is a clear, evidence-based process that connects what assessment data reveals to what actually happens in instruction. Schools looking for a structured math intervention program should prioritize options that link adaptive technology directly to progress monitoring, so that data drives decisions rather than sitting in a report no one reads.

How Does Math Intervention Work?

Poorly done, math intervention looks like pulling a student out of class to work on a worksheet at a slower pace. Math intervention, when done well, follows a clear decision-making process built around four questions. Which key skills are students missing? What is the fastest way to rebuild those skills? Is the intervention working? And what happens next? Getting those questions right is what separates math intervention strategies that move students forward from those that simply keep them busy. Educators can explore these four principles for effective math intervention to determine how best to support their students.

Once students are identified, instruction has to be matched to where they actually are in their learning. Research supports a model called the Instructional Hierarchy, which maps three stages of skill development: acquisition, fluency, and generalization.鲁 In acquisition, students need explicit instruction, guided practice, and feedback at every step. In fluency, the goal shifts to building automaticity through repeated practice. Generalization comes last, when students apply the skill flexibly in new contexts.

The mistake most educators make is skipping ahead. Giving a student timed practice before they can consistently get the right answer does not build speed. It builds confusion. And asking a student to apply a skill they have not yet mastered tends to produce frustration more than learning. Both missteps feel productive in the moment, though neither reliably builds mastery. Progress monitoring is what keeps intervention on track. Without it, a student can spend weeks in an approach that is not working while everyone assumes it is.

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How Do You Know Which Students Need Math Intervention?

Universal screeners are the foundation for districts to identify struggling learners. These are brief assessments, given to all students two or three times a year, that measure the specific math skills most likely to predict future success or struggle. When used consistently alongside strong habits around using data in the classroom, screeners give teachers enough lead time to step in before a small gap becomes a big one.

Grades, classroom performance, teacher observations, and state assessment results all provide context that a screener alone cannot. In high school, especially, chronic absences and behavioral patterns can also be early signs that a student is struggling.

Getting the right answer matters, but so does how long it takes. A student who answers most problems correctly but works very slowly may not be as proficient as they appear. Research shows that speed and accuracy combined are twice as predictive of math success as accuracy alone.鈦 Because it is so easy to miss, students can slip through the cracks.

10 Effective Math Intervention Strategies

  1. Use Explicit Instruction for New Skills: Explicit instruction gets mischaracterized as lecturing, but that is not what the research describes. When a student is encountering a skill for the first time, they need modeling, guided practice, and feedback at each step, not a worksheet or an open-ended task. Breaking complex skills into smaller pieces and connecting new content to what students already know gives struggling learners a foothold. This is one of the most consistently supported instructional strategies for math across decades of research.
  2. Match the Instructional Tactic to the Learning Stage: One of the most preventable causes of stalled math intervention is using the wrong approach at the wrong time. A student who is still acquiring a skill needs structured, teacher-led instruction. Getting the right answer is step one. Getting there quickly is step two. Skipping to step three before a student has both tends to backfire.
  3. Prioritize High-Leverage Skills:听 Not every math skill carries the same weight. Intervention time has to be spent on the concepts that do the most work: place value, fact fluency, fractions, proportional reasoning. These are the skills that, when missing, block access to related content across multiple grade levels.
  4. Build Fluency Through Repeated, Timed Practice:听Fluency is the automatic recall of facts and procedures that frees up working memory for more complex problem solving. For example, a student who has to count on their fingers to solve 7×8 in the middle of a multi-step algebra problem is using up brainpower that the problem itself demands. Students who have basic facts memorized to the point of automatic recall consistently outperform those who do not when the math gets more complex. Timed practice builds that automaticity, and the research is consistent on this point.鹿藪鈦
  5. Use Small Group Instruction: Large classrooms make it hard to catch the student who is not keeping up. Small group instruction changes that ratio. Teachers can see who is struggling and with what. Groups should shift based on what students need, not stay fixed by ability level.
  6. Conduct Weekly Progress Monitoring: Weekly progress monitoring gives teachers actual data to work with, turning an intuitive judgment call into a decision grounded in evidence. Building math assessments into your classroom routine does not require an overhaul. It requires a system.
  7. Provide Immediate, Descriptive Feedback: Feedback that actually accelerates learning names the error, explains why it happened, and points toward a next step. Teachers who build feedback into the flow of instruction, rather than saving it for after, see better results.
  8. Give Students Something to Hold Onto: Middle school is where math starts to feel abstract in a way it never did before, and that shift catches a lot of students off guard. Physical and visual tools like algebra tiles, number lines, and geometric models bridge the gap between a concept a student can see and touch and the symbolic representation they are eventually expected to work with independently.听
  9. Encourage Productive Struggle Without Over-Scaffolding: There is a difference between a student who is stuck and a student who is thinking hard. A well-placed question that gets a student unstuck does more for their learning than a teacher who jumps in and solves it for them. One builds understanding. The other just gets the problem done.听
  10. Connect Screener Results to Action: Many schools have solid universal screening tools and almost no infrastructure connecting those results to what happens in the classroom. The missing piece is usually not data. It is a clear, consistent process for deciding what to do with it. Without that, schools end up with a lot of information and not enough action.

No student wakes up one day and suddenly cannot do math. The gap builds slowly, and by the time it shows up, it has usually been there for a while. That is why the most effective instructional strategies for math are less about which program a school buys and more about whether there is a real process behind it. Find the right students early. Understand where their learning broke down. Then teach that. For kids who have been told that math just is not for them, a system that does all of this well can be the thing that finally tells a different story.

扒哥黑料

References
  • Burns, M. K., Ysseldyke, J. E., Nelson, P. M., & Kanive, R. (2015). Number of repetitions required to retain single-digit multiplication math facts for elementary students. School Psychology Quarterly, 30(3), 398鈥405.
  • Center on Multi-Tiered System of Supports at the American Institutes for Research. (n.d.). Essential components of MTSS.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The Fourth R: Research in the Classroom. Columbus, OH: Charles E. Merrill Publishing Co.
  • Harlacher, J. E., & Bailey, T. R. (2025). Multi-tiered system of supports within schools: The what and the how. Center on Multi-Tiered System of Supports at the American Institutes for Research.
  • VanDerHeyden, A. M., & Solomon, B. G. (2023). Valid outcomes for screening and progress monitoring: Fluency is superior to accuracy in curriculum-based measurement. School Psychology, 38(3), 160鈥172.

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]]> 3rd Grade-min 3 Ways Adaptive Learning Supports Foundational Math and Reading for Elementary Students /blog/teaching-and-learning/adaptive-learning-supports-foundational-math-and-reading/ Fri, 11 Jul 2025 17:38:38 +0000 /?post_type=blog&p=193626 Every student deserves to feel seen, supported, and capable of success, but in today鈥檚 classrooms, 迟丑补迟鈥檚 easier said than done. With wide-ranging skill levels across math and reading curriculum, learning gaps, and growing demands on teacher time, 颈迟鈥檚 hard to give every learner what they need, when they need it. 罢丑补迟鈥檚 where interactive learning platforms […]

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Every student deserves to feel seen, supported, and capable of success, but in today鈥檚 classrooms, 迟丑补迟鈥檚 easier said than done. With wide-ranging skill levels across math and reading curriculum, learning gaps, and growing demands on teacher time, 颈迟鈥檚 hard to give every learner what they need, when they need it. 罢丑补迟鈥檚 where interactive learning platforms with adaptive technology can play a vital role.听

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1. Adaptive Learning 扒哥黑料 Fill Skill Gaps and Prevent Learning Loss鈥

Learning is cumulative, and small skill gaps can become major roadblocks if left unaddressed. Adaptive programs can identify missed concepts early, sometimes before a teacher even sees them, and automatically provide targeted practice or revisit foundational concepts.听

The How: Continuously Detect, Assess, and Target 听
Adaptive learning programs work behind the scenes to detect when a student is struggling. The programs don鈥檛 wait for formal, summative assessment to intervene. Instead, programs like DreamBox Math and DreamBox Reading use continuous formative assessments to analyze patterns like repeated errors, hesitation, and inefficient strategies. The programs then respond instantly to offer support the moment a student needs it, without disrupting a studen迟鈥檚 learning momentum. At the same time, these programs capture student progress and provide data-rich reports that offer educators actionable insights, enabling them to differentiate instruction, target small-group work, and make informed decisions that deepen student learning.听

Why it Matters

Catching learning gaps early keeps students on track and prevents them from falling behind. This proactive, just-in-time support is especially effective in addressing unfinished learning and avoiding costly remediation.听

Fast Fact

Many educators already know how impactful adaptive instruction can be, in fact 93% of teachers believe that adaptive learning would help students learn more effectively.

2. Meet Students Where They Are Whether Behind or Ahead of Grade Level鈥

Adaptive learning platforms don’t just deliver digital content. They respond in real time to how each student learns, creating personalized virtual learning experiences that boost confidence, fill knowledge gaps, and help every student grow, at their own pace, and in their own way.听

The How: Track, Analyze, Adjust in Real Time
Adaptive programs track more than just right or wrong answers, they continuously analyze how students solve problelms, how long they take, and where they hesitate. Based on this data, programs like DreamBox Math and DreamBox Reading adjust instruction in real time, tailoring the content, pacing, and scaffolding in real time.

Why it Matters

Adaptive learning solutions help create the Zone of Proximal Development, the space where learning is most effective because it’s just beyond what a student can do independently, but still within reach.

Fast Fact

Did you know that about three quarters of students say that learning at their own pace would increase the likelihood of engaging in lessons, feeling empowered in school, and feeling more prepared for the future?

3. Adaptive Learning Builds Growth Mindset and Confidence

A growth mindset is essential for learning. Adaptive learning technology reinforces this by helping students connect effort with progress. As they receive feedback and independently overcome challenges, they gain confidence that their abilities can grow with practice.

The How: Encourage Exploration, Productive Struggle, and Independence
DreamBox Math and Reading lessons are designed to support agency and progress through independent exploration and productive struggle. This type of adaptive technology offers hints and scaffolds only when necessary, allowing students to learn and grow by trying things, making mistakes, and seeing what works.听As students successfully solve problems on their own, they build confidence and become more willing to take on new challenges.

Why it Matters

Students who believe they can figure things out are more likely to stay engaged, take academic risks, and develop lifelong learning habits.In this space of productive struggle, students stay motivated and make progress, challenged by content 迟丑补迟鈥檚 appropriately difficult, not too easy, and not overwhelming.

Fast Fact

Recent research found that 94% of superintendents believe that personalized learning solutions that leverage adaptive technology to customize instruction to each studen迟鈥檚 skills, preferences, and interests, can effectively boost student confidence.

Create Student-Centered Learning Environments with Adaptive Learning

Adaptivity听颈蝉苍鈥檛听just about technology.听I迟鈥檚听about听creating responsive, student-centered classrooms.听By choosing adaptive learning tools like听DreamBox听Math and Reading,听educators听can support every learner, close skill gaps, and build the confidence students need to succeed, now and in the future.

Ready to learn more about adaptivity?

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]]> what-does-curiosity-look-like.png Leveling Up Middle School Math Engagement with DreamBox /blog/de-news/leveling-up-middle-school-math-engagement-with-dreambox/ Mon, 07 Apr 2025 19:34:33 +0000 /?post_type=blog&p=186438 Middle school is a time of growth and discovery鈥攁 time when students connect to their personal and academic identities. For educators, 颈迟鈥檚 a pivotal period for nurturing independence and agency in learning to promote engagement. This has always been a core value for DreamBox and critical for algebra readiness, an indicator of future success in […]

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Middle school is a time of growth and discovery鈥攁 time when students connect to their personal and academic identities. For educators, 颈迟鈥檚 a pivotal period for nurturing independence and agency in learning to promote engagement. This has always been a core value for DreamBox and critical for algebra readiness, an indicator of future success in college and careers.

DreamBox Math equips students with scaffolded personalized learning that fosters conceptual understanding. Students learn to think logically, identify patterns, construct arguments and solve new and unfamiliar problems. 听

Empowering Engaged and Motivated Learners

We believe that learning math should inspire confidence, curiosity, and creativity in every student. 罢丑补迟鈥檚 why we are excited to introduce a new look for the DreamBox Math middle school experience. Designed to reflect the energy, interests, and routines of today鈥檚 middle schoolers, this update 颈蝉苍鈥檛 just about the technology鈥颈迟鈥檚 about empowering engaged, motivated learners to see the adventure in mathematics, rather than a simple problem set. In DreamBox we want to make every moment matter more, to make teaching and learning mathematics more engaging, motivating, and impactful.听

Meeting a New Milestone

As 11-14-year-olds navigate this key developmental phase, they are eager to take more control over their learning choices. DreamBox, a trusted name in personalized, adaptive math instruction, has been part of many students’ journeys through elementary school. But middle school is different, and students are ready to level up.听听

We are committed to our partnership with educators and rely on their feedback to guide innovations that ensure the most for their students. To meet the evolving needs of learners, DreamBox tested early designs with students to learn what resonates in grades 6鈥8 and used their feedback to modernize the engagement.听

The result? An exciting environment that combines an elevated age-appropriate environment and a more vibrant design that conveys a youthful sense of adventure and independence and thoughtfully crafted to support self-directed learning while maintaining a sense of fun and curiosity about math.听听听

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  • Students will now have an easier time navigating lessons. The fresh lesson chooser design offers them greater clarity and ownership in their learning, with an Assignment panel that appears when teachers create assignments, enabling students to distinguish teacher-assigned tasks from lessons recommended by DreamBox. 听
  • There鈥檚 something powerful about seeing your progress in real-time. With a prominently featured weekly goal tracker, students can鈥檛 miss an opportunity to self-monitor their achievements, stay motivated, and remain accountable to their learning goals.听听
  • I迟鈥檚 augmenting math with an all-new vibe. Say听hello to a fresh experience 鈥攖丑颈蝉 vibrant and engaging engagement is reflective of middle schoolers鈥 tastes and personal interests.听听

鈥淚 like this design better than the actual one . . . if you change your design like this and then people take a look at it, they're probably going to start wanting to work on DreamBox more often.鈥

Middle School Student

Why Educators Will Love It

Middle school teachers and administrators will reap the benefits of these updates too. Students who feel more in control of their learning often engage at higher levels, making teaching not just easier, but more impactful.听听

Here鈥檚 how the new DreamBox middle school experience supports educators:听

  • Fostering Independence: With clear visibility into assignments and goals, students are equipped to take more ownership of their learning. Educators can simply assign lessons, confident that students will take the reins from there.听听
  • More engagement: Students and educators both benefit from the learning impact of DreamBox with better data that informs teaching decisions with little to no additional effort.听
  • Meaningful Goal Tracking: Improved engagement means teachers get deeper insights into student learning.听听听

Gazing into the Future

This is just the beginning. Updates to the middle school experience will continue into 2026 with:听

  • Student-Facing Reporting Tools designed to empower students to set and monitor their own progress鈥攂oosting both confidence and accountability.听听
  • Exciting New Engagement Elements that continue to delight and motivate students, taking math learning to the next level of fun and interactivity.听听
  • Ongoing lesson updates and new lessons for Grades 6鈥8 over the longer term to better directly align with middle school curriculum as well as educator experience improvements to support teaching routines.听听

With these updates, we鈥檙别 excited to support teachers and administrators with tools that听elevate their听dedicated work, improve classroom outcomes, and cultivate a love for learning.听听

Together, we can make middle school math a place where students not only succeed鈥 but thrive.听

To learn more about how DreamBox can take your math instruction to the next level, visit our back-to-school landing page听or reach out to a member of our team.听听

Get an in-depth look into the exciting updates coming for the 2025-2026 school year!

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]]> lesson-chooser-screenshot.png Explore the New DreamBox Math Curriculum Guide /blog/de-news/explore-the-new-dreambox-math-curriculum-guide/ Mon, 07 Apr 2025 19:30:32 +0000 /?post_type=blog&p=186419 By giving educators the tools they need to connect instruction, address gaps, and foster enrichment, DreamBox is helping schools and districts create a lasting impact on student outcomes.听听 We鈥檙别 excited to announce the release of our all-new interactive Curriculum Guide! Designed with educators in mind, this interactive guide empowers teachers, instructional coaches, and administrators to […]

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By giving educators the tools they need to connect instruction, address gaps, and foster enrichment, DreamBox is helping schools and districts create a lasting impact on student outcomes.听听

We鈥檙别 excited to announce the release of our all-new interactive Curriculum Guide! Designed with educators in mind, this interactive guide empowers teachers, instructional coaches, and administrators to connect DreamBox lessons to classroom instruction like never before. Whether 测辞耻鈥檙别 looking to solidify classroom connections, gain familiarity with lessons and lesson progressions, or align with state standards, the new curriculum guide has you covered.听听

Reinforcing Classroom Connections

At DreamBox, we know that the best math instruction happens when 颈迟鈥檚 deeply tied to wha迟鈥檚 being taught in real classrooms. 罢丑补迟鈥檚 why our Curriculum Guide is built to make those connections seamless. Teachers can now filter and sort lessons by DreamBox Learning Units or by their state standards, enabling educators to see the full breadth and depth of lesson coverage in DreamBox Math.听听

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Increased Flexibility for Teachers

Teachers want to spend less time navigating tools and more time inspiring students. With unprecedented visibility into lesson groups and individual lessons, you can confidently align DreamBox to your instructional goals. Whether students are just starting on a concept, in progress, or reviewing, you can easily find a lesson to support getting them to the next level. This flexibility makes it easier than ever to pre-teach concepts, provide intervention or enrichment, and support small-group instruction.听

Wha迟鈥檚 New in the DreamBox Curriculum Guide?

The Curriculum Guide is an essential tool for any educator looking to enhance their teaching with DreamBox Math. Whether 测辞耻鈥檙别 complementing your curriculum, supporting a struggling student, or challenging advanced learners, DreamBox has the perfect lesson for every scenario.听听

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1. Scope & Sequence of Lessons Made Transparent

Navigate the full breadth and depth of 顿谤别补尘叠辞虫鈥檚 curriculum with ease. 驰辞耻鈥檒濒 have clear insight into the progression of lessons and how they evolve to support complex math concepts.听听

2. Smart, Intuitive Filters

Quickly find the exact lesson you need by filtering by:听

  • Grade Level听
  • State Standards听
  • DreamBox Learning Unit Domains听听

3. Standards Alignment at a Glance

Every lesson tile includes clear alignment to state standards, so you can connect DreamBox lessons directly to your instructional core without skipping a beat.听听

4. Lesson Previews

Preview individual lessons for planning, whether 测辞耻鈥檙别 preparing for small-group instruction or one-on-one intervention. 驰辞耻鈥檒濒 gain insights into how lessons engage students and how the adaptive platform personalizes tasks for their needs.听听

Take a Deeper Look Inside DreamBox

With 顿谤别补尘叠辞虫鈥檚 adaptive progression, our lessons meet students where they are and move them toward mastery. Our math curriculum is built to reflect the dynamic process of learning while encouraging students to transfer prior learning. This curriculum guide enables educators to explore our lessons by domain, across three unique lesson types.听听

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Lesson Types & Progression:

  1. Exploring & Sensemaking: Students explore math concepts and reflect on their understanding, making connections to foundational skills.听听
  2. Looking for Structure & Relationships: Lessons identify key mathematical structures and relationships to deepen conceptual understanding.听听
  3. Fluency, Application & Procedural Skills: Students practice and apply procedural skills with confidence, progressing toward fluency.听听

This intentional progression ensures that every student builds a strong mathematical foundation, regardless of where their learning begins.听听

Classroom Applications of DreamBox Lessons:

With the Curriculum Guide, you can:听

  • Enhance instruction with lessons that align directly to your classroom goals.听听
  • Pre-teach or reinforce concepts by targeting specific standards or skills.听听
  • Support small-group or 1-on-1 instruction, demonstrating lessons based on 蝉迟耻诲别苍迟蝉鈥 progress toward proficiency.听听

Assignments and feedback tools are also on the way鈥攕tay tuned!听听

Why This Matters for Educators

顿谤别补尘叠辞虫鈥檚 Adaptive Personalization ensures every lesson is tailored to each studen迟鈥檚 unique needs. The new DreamBox Curriculum Guide doesn鈥檛 just support teaching; it empowers educators to confidently integrate technology into their classrooms. Here鈥檚 what it offers at a glance:听

  • Discover thousands of lessons for grades K-8 aligned with your state鈥檚 standards and instructional goals.听听
  • Gain unprecedented visibility into the scope, sequence, and alignment of DreamBox lessons.听听
  • Identify and preview lessons to plan for targeted support to meet your students where they are, and ensure every learner has the opportunity to succeed.听听
  • Get a clearer understanding of the lessons recommended in 蝉迟耻诲别苍迟蝉鈥 personalized learning paths and identify lessons to assign and support deeper curricular connections.听

Building Connections for Educators听听

奥别鈥檝别 added this capability to DreamBox Math based on the feedback we鈥檝e heard from our partners and we鈥檙别 super excited of wha迟鈥檚 coming soon, like the ability to assign personalized lessons from the Curriculum Guide.听

Plus, this new foundation will allow us to continue gathering invaluable feedback from you, our amazing educators. Together, we鈥檒l keep building what every teacher and every student needs to achieve math excellence.听

Experience the Curriculum Guide Today

We鈥檙别 thrilled to bring you this new tool, and we can鈥檛 wait to hear how it transforms the way you teach math. to explore the Curriculum Guide鈥攁nd get ready to experience a whole new level of teaching excellence.听听

Don鈥檛 have an account yet? Start your free trial and see wha迟鈥檚 possible with DreamBox. Together, we can inspire a lifelong love of learning in math.听听

Happy teaching,听听

The DreamBox Team听听

Get an in-depth look into the exciting updates coming for the 2025-2026 school year!

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]]> Curriculum-Guide-Home-Domains.png Curriculum-Guide-Home-Domains-Gr-3-MD-View-all.png Curriculum-Guide-Home-Domains-MD-Partial-Products-wArrays-FS.png Six Strategies to Help English Language Learners in Math /blog/teaching-and-learning/six-strategies-to-help-english-language-learners-in-math/ Mon, 07 Apr 2025 19:29:20 +0000 /?post_type=blog&p=183563 The majority of the 5.5 million English Language Learners (ELLs) in the U.S. public school system speak Spanish as their first language, which makes the capability of teaching math in Spanish, using bilingual teachers or teaching assistants, a high priority. Many of these students may have difficulty learning effectively in English and require specialized or […]

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The majority of the 5.5 million English Language Learners (ELLs) in the U.S. public school system speak Spanish as their first language, which makes the capability of teaching math in Spanish, using bilingual teachers or teaching assistants, a high priority. Many of these students may have difficulty learning effectively in English and require specialized or modified instruction, either from their teacher or a Spanish online math program. Here are six strategies to help ELLs succeed in math:

1. Utilize Bilingual Faculty and Support Staff

There is evidence that Spanish-speaking teachers, or ancillary staff who speak Spanish, can help ELLs to build math skills as they build vocabulary in both English and mathematics. 鈥淭he Inclusive Classroom, Teaching Mathematics and Science to English-Language Learners鈥 supports the idea that when students use their native language in the classroom to work with their peers or individually, their academic performance as well as English-language development improves. Additionally, skills in content areas like mathematics and social studies, once understood in the first language, are retained when instruction shifts to the second language.

2. Set High Expectations and Utilize Rigorous Curriculum

The National Council of Teachers of Mathematics (NCTM) recommends teaching a rigorous, standards-based curriculum and never lowering expectations for ELLs even though additional time and instruction will likely be required. They also suggest that students are best equipped to meet and exceed math expectations when they are provided with abundant and diverse opportunities for speaking, listening, reading, and writing. Also, teachers should encourage their ELL students to take intellectual risks, construct meaning of math concepts, and seek reinterpretations of knowledge within compatible social contexts to make better sense of mathematical ideas.

3. Use Visual Contexts and Manipulatives

Visual math manipulatives provide students with limited English proficiency with ways to construct physical models of abstract mathematical ideas. Multiple modalities are effective in promoting critical thinking and problem-solving skills. Virtual manipulatives have the added advantage of enabling new types of engagement and promoting self-directed learning in a highly interactive, digital environment.

4. Implement Personalized, Individualized, and Blended Models

Combining face-to-face instruction with online learning has yielded strong results as an education strategy. When education technology uses pedagogically sound approaches and curriculum materials, it can increase the individualization of each studen迟鈥檚 learning experience. Technology support also allows teachers to expand and more strategically use the limited time they have as facilitators of math learning for ELLs. This powerful approach can be leveraged to create the additional time required to meet ELL needs.

For schools that are trying to meet the needs of all ELLs with limited time and resources, an investment in technology, particularly adaptive technology, can enable a more personalized blended learning model that meets the needs of all students.

5. Use Balanced and Dynamic Assessment

NCTM suggests that a best practice for ELLs in math is empowering them to demonstrate and explain their understanding in multiple ways. Latino ELLs often have an incomplete grasp of academic math language, so traditional tests aren鈥檛 able to provide a complete view of each studen迟鈥檚 understanding of math concepts. ELLs commonly know more math than they can demonstrate on traditional assessment instruments.

For example, Research has shown that math test items can be linguistically modified to reduce language load without altering the construct being assessed. In a study conducted by the U.S. Department of Education, linguistic modifications produced an improvement on math tests among ELLs, while English-proficient (EP) scores remained the same.

6. Increase Engagement and Motivation

Making curriculum engaging and accessible to all students is key. One way to improve engagement is to drive greater oral participation for ELLs in math classes. Improved verbal communication in mathematics is not only a way to demonstrate conceptual understanding, it also has the additional benefit of promoting language-learning overall.

Using game-like activities, in class as well as online, is another great way to engage ELLs and English Proficient Students alike, and can aid in developing problem-solving skills and persistence. The most effective math games reward students for both achievement and effort. This is particularly true when trying to level the playing field for ELLs struggling with language.

As English Language Learners work to strengthen their academic skills, they are also working to strengthen their English Language skills! Finding strategies to support students as they embark on their personal language and academic journeys can help inspire new confidence and offer encouragement for these students.

Learn More about DreamBox Math as an Effective Solution for Personalized Learning

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]]> ready-to-use-activities-for-kickstarting-student-curiosity-featured-image-1024×576-1.jpg Partner-Driven Improvements Enhance Personalized Learning for All Students /blog/de-news/partner-driven-improvements-enhance-personalized-learning-for-all-students/ Mon, 07 Apr 2025 19:20:16 +0000 /?post_type=blog&p=183424 The DreamBox Math Difference Every student is a math student. 罢丑补迟鈥檚 why DreamBox is dedicated to personalizing learning to meet every learner鈥檚 unique needs. 奥别鈥檝别 worked closely with dedicated educators and their students to learn how we can continue building on this work with new product enhancements that remove more barriers to math engagement for […]

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The DreamBox Math Difference

Every student is a math student. 罢丑补迟鈥檚 why DreamBox is dedicated to personalizing learning to meet every learner鈥檚 unique needs. 奥别鈥檝别 worked closely with dedicated educators and their students to learn how we can continue building on this work with new product enhancements that remove more barriers to math engagement for every student. Students will notice improved opportunities to access and engage in the program, making the math experience more enjoyable for all.听听

Research demonstrates that when students are meaningfully and regularly engaged in DreamBox, it can drive real learning growth. 听

Boosting Independent Engagement through Improved Accessibility

Access to great learning experiences is in our DNA, and we aim to set a whole new standard. To go beyond just compliance with the Web Content Accessibility Guidelines (WCAG) standards, we have worked together with teachers, special education experts, and students with disabilities to deliver product improvements that make the experience more equitable and effective for all students.听

With DreamBox every student is empowered to independently engage in interactive problem-solving鈥 equipped with access to the tools and mathematical vocabulary they need, in the way they need them鈥 so they can develop conceptual understanding, apply a variety of strategies, and gain competence and confidence in mathematical reasoning and skills. K-5 lessons now include:听

Compatibility with assistive technology tools such as magnification and screen reader.听

Screen reader with enhanced alternative descriptions supports concept understanding and streamlines problem-solving for students with limited and low vision.听

See how a student with limited vision can work independently in DreamBox.

Easy-to-tap, -move, and -place elements ease interaction and accommodate a variety of devices, physical needs, and learning styles.听听

Intuitive keyboard navigation lets students know where they are on the lesson page and within the manipulative.听

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Clear visuals enable students with low vision and color blindness to distinguish selectable foreground elements from the background.听听

In addition to these exciting updates, the team is ensuring that all lessons have the ability to replay instructions so that students can easily refer back to the task at hand. 听

Easing Lesson Interaction for Racecourse Lessons

奥别鈥檝别 channeled the enthusiasm that last year鈥檚 updates to the Clocks lessons generated. This year, we are pleased to announce a major update to our Racecourse lessons.听听

In this lesson, students learn to represent equivalent fractions as part of a whole, using proportional reasoning to ensure their car reaches its destination. A number line is represented as a course where students place distance markers and add stops at equivalent distances along the way.听

Guided by student and teacher feedback, we made a series of improvements that make it easier for students to get started and interact with the manipulative as they progress through this lesson. 听

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A new 鈥淩oad Trip鈥 context is more relatable for students and makes the tasks clearer. 听

Numbered intervals along the course allow for easier skip counting and streamlines the problem-solving process.听

Meters deplete and refill to provide visual feedback on station placement as the car now moves along the course.听

Larger visuals and more space make it easier for touchscreen (and all) users to place markers along the course.听

Clearer instructions and updated scaffolding ensure students have support and meaningful feedback as they progress through the lesson.听听听

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When you put all of this together, it makes a profound difference in the student experience. This is reflected in 蝉迟耻诲别苍迟蝉鈥 reactions.听听听

鈥淚 love the colors and shapes in this lesson and how the car moves. If every lesson was like this I would love DreamBox.鈥

5th Grade Student
VA

鈥淭his lesson is a bit confusing, but I鈥檓 starting to understand it.鈥 鈥淚 love the colors and shapes in this lesson and how the car moves. If every lesson was like this I would love DreamBox.鈥

Student

鈥淭hank you so much for taking my advice, it was smart.鈥

Student
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Personalized Learning For Every Student!

We鈥檙别 not stopping here.听 We are committed to making every moment matter more in DreamBox Math, to ensure each student can work in their own place, progress at their own pace, experience joy, and gain confidence on their individual journeys toward mathematical excellence.听

听Not yet a user, but want to see it in action? Get a free walkthrough of our platform! 听

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]]> a11ytenframe.gif Racecourse_Phase-3_Updated-Context_Roadtrip.png too-soon-1.gif SMALL-multiple-markers-1.gif Honoring Five Historic Latino and Hispanic Mathematicians /blog/teaching-and-learning/honoring-five-historic-latino-and-hispanic-mathematicians/ Fri, 04 Apr 2025 19:34:06 +0000 /?post_type=blog&p=183233 National Hispanic Heritage Month (September 15 to October 15) is the perfect time听to highlight the accomplishments of Hispanic and Latino communities in your classroom! Here are five Hispanic and Latino mathematicians to celebrate with students this month:听 1. Jaime Escalante (1930-2010) David Butow/Corbis via Getty Images Jaime Escalante was a math educator from Bolivia. He […]

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National Hispanic Heritage Month (September 15 to October 15) is the perfect time听to highlight the accomplishments of Hispanic and Latino communities in your classroom! Here are five Hispanic and Latino mathematicians to celebrate with students this month:听

1. Jaime Escalante (1930-2010)

Jaime Escalante 1930 2010 jpg
David Butow/Corbis via Getty Images

Jaime Escalante was a math educator from Bolivia. He immigrated to the United States in the 1960s. In 1974, he accepted a job as a math teacher at Garfield High School in East Los Angeles. The student population was predominantly Hispanic and low-income. It was a challenging place to teach, with a history of violence and academic underperformance.听

Escalante wanted to see his students succeed and started an advanced mathematics program. Eventually, his program grew. In 1982, his largest class took and passed the AP Calculus test. Because so many of his students had passed, the testing company suspected cheating and invalidated their scores. Escalante protested, and many students retook and passed the test months later. This incident gained a lot of public attention and was the basis for the 1988 film Stand and Deliver.听

Jaime Escalante continued teaching until 1998. He received many awards for his work in education, including the Presidential Medal of Excellence, and was inducted into the National Teachers Hall of Fame in 1999.听

2. Ruth Gonzalez (Present)

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Ruth Gonzalez via Rice University

Ruth Gonzalez, born in Houston to Mexican parents, was interested in math throughout elementary school and high school. In 1976, she earned her bachelor鈥檚 degree in mathematics at the University of Texas at Austin. While doing research at the Applied Research Laboratories at the university from 1976 to 1980, she earned her master鈥檚 degree in mathematics.听

In 1980, Gonzalez joined the Exxon Production Research Company as a geophysical mathematician and continued her graduate work at Rice University. In 1986, she received her Ph.D. in applied mathematics from Rice, making her the first U.S.-born Hispanic woman to earn a doctorate in mathematics! She鈥檚 had an extensive career developing seismic imaging tools and encourages other minority girls and women to pursue a career in math and science.听

3. Alberto Pedro Calder贸n (1920-1998)

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Alberto Pedro Calder贸n via Wikipedia

Alberto Pedro Calder贸n, widely considered one of the 20th century鈥檚 most important mathematicians, was born in Mendoza, Argentina. He studied at the University of Chicago and the University of Buenos Aires. While in Chicago, he studied under Antoni Zygmund, a Polish mathematician who was an expert analyst. They went on to collaborate for more than 30 years.听

Calder贸n and Zygmund developed the theory of singular integral operators. The theory was the basis for one of the most influential movements in mathematics: the Chicago School of (hard) Analysis. This school of thought emphasizes applying mathematical analysis to the study of partial differential equations (PDEs). PDEs are used in science and engineering to measure and describe a variety of phenomena such as sound, heat, electrostatics, and quantum mechanics.听

Calder贸n鈥檚 original work, with and without his mentor, greatly influenced mathematical analysis and ranged over a variety of topics including PDEs, interpolation theory, Cauchy integrals on Lipschitz curves, ergodic theory, and inverse problems in electrical prospection. Some practical applications for Calder贸n鈥檚 work include signal processing, geophysics, and tomography.听

4. Ruy Lu铆s Gomes (1905-1984)

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Ruy Lu铆s Gomes via Wikipedia

Portuguese mathematician Ruy Lu铆s Gomes was one of the leading intellectuals of the 20th century. However, he was persecuted by Portugal鈥檚 government for his outspoken ideas and independent thinking. Nonetheless, he was committed to teaching and research, making many significant mathematical contributions and serving as a role model for a generation of intelligent, creative mathematicians.

Gomes passionately believed that teachers should be more than the transmitters of theory. Rather, they should act as active research agents, inspiring students to come up with their own new theories and conclusions. He was an innovator in connecting Portuguese mathematicians with mathematicians and other scientists around the globe.

Gomes also believed in a global mathematics community, promoted through seminars, conferences, short courses, study and research centers and scientific societies. At the time, this idea of global cooperation was radical. The Portuguese government 诲颈诲苍鈥檛 approve. Gomes, his associates and his students created two influential magazines dedicated to mathematics: Portugaliae Mathematica, mainly composed of research articles and Gazeta 惭补迟别尘谩迟颈肠补. Both magazines are still published today by the Portuguese Mathematical Society.听

5. J煤lio C茅sar de Mello e Souza (1895-1974)

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J煤lio C茅sar de Mello e Souza via Wikipedia

J煤lio C茅sar de Mello e Souza was a Brazilian writer, educator and mathematics professor. He was known for his entertaining books explaining mathematics, most of them published under the pen names of Malba Tahan and Breno de Alencar Bianco. Many of his most popular books incorporate mathematical word problems and puzzles into whimsical stories inspired by the Arabian Nights. His most famous work, , recounts the adventures of Beremiz Samir, who uses extraordinary mathematical superpowers to battle dangerous enemies and win fame and fortune.听

Many educators credit J煤lio C茅sar de Mello e Souza with being an innovator, far ahead of his time, for his use of stories and games to engage students in learning math skills. The Malba Tahan Institute was founded in 2004 by the Brazilian government to preserve this talented writer and mathematician鈥檚 legacy. The State Legislature of Rio de Janeiro declared his birthday, May 6, a national holiday: Mathematician鈥檚 Day.听

Highlighting the contributions of these Hispanic and Latino mathematicians is a great way to honor National Hispanic Heritage Month and encourage students to explore the history of mathematics all year long!听

The post Honoring Five Historic Latino and Hispanic Mathematicians appeared first on 扒哥黑料.

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