Scientific approach to matching students with mathematics materials
Uses a scale that evaluates mathematics materials complexity and student mathematics ability using a common metric –the Quantile measure
Three components –learner measure, math materials measures, and an interpretive framework
Educators can gauge a student’s readiness for a particular math lesson.
ADAPTIVE LEARNING & ONLINE HOMEWORK
BY THE END OF FOURTH GRADE, STUDENTS ARE EXPECTED TO FLUENTLY ADD AND SUBTRACT MULTI-DIGIT WHOLE NUMBERS AND BY THE END OF FIFTH GRADE STUDENTS ARE EXPECTED TO MULTIPLY MULTI-DIGIT WHOLE NUMBERS. YET STUDENTS CONTINUE TO STRUGGLE THROUGH MIDDLE SCHOOL, HIGH SCHOOL AND COLLEGE COURSES BECAUSE THEY HAVE FAILED TO FLUENTLY LEARN THEIR ADDITION, SUBTRACTION, AND MULTIPLICATION AND DIVISION FACTS.
THIS IS NOT AN EASY TASK. AFTER THE FACTS HAVE BEEN DISCOVERED, CONCEPTUALIZED AND APPLIED, THEY MUST BE MEMORIZED AND RETAINED FOR FLUENT AND IMMEDIATE USE. MANY STUDENTS FALL SHORT OF THE “FLUENCY” GOAL (CARON, 2007). ROBERT GAGNE (1983) RECOGNIZED THE NEED FOR FLUENCY AND EMPHASIZED THAT THE PROCESSES OF COMPUTATION THAT UNDERLIE ALL PROBLEM SOLVING MUST BE “NOT JUST LEARNED, NOT JUST MASTERED, BUT AUTOMATIZED.” (PG. 18)
IN THIS STUDY AND IN AGREEMENT WITH THE WORK OF R. OLDRIEVE (N.D.), “FLUENCY” IS DEFINED AS THE COMBINATION OF COMPUTATIONAL RATE AND ACCURACY. STUDENTS WITHOUT MULTIPLICATION- FACT FLUENCY SPEND MORE TIME DETERMINING ROUTINE ANSWERS AND LESS TIME ON MORE MEANINGFUL APPLICATIONS. STUDENTS WHO KNOW THEIR FACTS BUILD ON THESE FUNDAMENTAL CONCEPTS, ULTIMATELY BENEFITING THEIR SUBSEQUENT MATHEMATICAL DEVELOPMENT (WALLACE AND GURGANUS, 2005)..
Educational Learning Platform (EDL) Made Simplistic
Developed & Designed for Ease of Use for Teachers, Administrators & Students.
Plug & Play allows for easy mastering of the iLikeMath Platform.
Eliminates frustration and downtime spent on technical issues. Allows for increase in efficiency for all parties.
of Student Engagement.
STEM Content Knowledge will be based on student grades, and serve as a way to examine student progress in the formal education context.
Additionally, professional assessment of student work and our own qualitative analysis of student artifacts will also play into our measure of how students are developing STEM content knowledge.
STEM Career Awareness will be based on student interviews and survey measures.