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Lillie, @MsHcomunidad
2nd grade Spanish/English teacher, KIPP Austin Public Schools, Texas
College prep classroom, High ELL population, and Low income population

The problem we were trying to solve is assuring that our students had an understanding of conceptual math at their specific grade level.

Product Use: I used ST math for 20 minutes in the morning and 10-15 minutes in the afternoon. Students work independently on games that are completely visual and push them towards strong math thinking. I also used ST math to model lessons, using their teacher test drive. I would open a game and pose questions to students about what they saw, what needed to happen, and what they thought the purpose of that particular level.

What Worked and What Didn't: ST works incredibly well when student have autonomy over their own learning. It can be difficult not to help students when they are struggling through a concept, but assisting them only takes away the power of the productive struggle.

Age Group: Elementary school students

Jul 7, 2016 Provide Feedback

Response from ST Math: Thank you for your feedback, Ms. Hollingsworth!

We love how you identified the power of productive struggle and refrained from telling students what to do, instead encouraging them to solve problems and experience that “ah-ha” moment of deeper understanding. Posing questions and facilitating class discussions about the games is a great example of how to connect ST Math to classroom lessons. In addition to the ownership of individual learning inherent in the games, this sort of connection supports developing collaboration between students and building a community around math.

-MIND Research Institute

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