Tag: math instruction

  • Why new math problems won’t solve our nation’s math problem

    Why new math problems won’t solve our nation’s math problem

    eSchool News is counting down the 10 most-read stories of 2025. Story #4 focuses on making math instruction more relevant to students.

    Key points:

    How much longer will we keep trying to solve our nation’s dismal math proficiency problem by writing new math problems? Clearly, if that was the answer, it would have worked by now–but it hasn’t, as evidenced by decades of low proficiencies, historic declines post-COVID, and the widest outcome gaps in the world.

    The real question students are asking is, “When am I ever going to use this?” As a former math teacher, I learned that addressing this question head-on made all the difference. Students’ success in math wasn’t found in a book–it was found in how math applied to them, in its relevance to their future career plans. When math concepts were connected to real-world scenarios, they transformed from distant and abstract ideas into meaningful, tangible skills.

    My first-hand experience proved the premise of education innovator Dr. Bill Daggett’s “rigor-relevance-relationship” framework. If students know what they’re learning has real-life implications, meaning and purpose will ensure that they become more motivated and actively engaged in their learning.

    Years later, I founded the nonprofit Pathway2Careers with a commitment to use education research to inform good policy and effective practice. From that foundation, we set out on a path to develop a first-of-its-kind approach to math instruction that led with relevance through career-connected learning (CCL).

    In our initial pilot study in 2021, students overwhelmingly responded positively to the curriculum. After using our career-connected math lessons, 100 percent of students reported increased interest in learning math this way. Additionally, they expressed heightened curiosity about various career pathways–a significant shift in engagement.

    In a more comprehensive survey of 537 students spanning grades 7–11 (with the majority in grades 8 and 9) in 2023, the results reinforced this transformation. Students reported a measurable increase in motivation, with:

    • 48 percent expressing “much more” or “slightly more” interest in learning math
    • 52 percent showing greater curiosity about how math skills are applied in careers
    • 55 percent indicating newfound interest in specific career fields
    • 60 percent wanting to explore different career options
    • 54 percent expressing a stronger desire to learn how other skills translate to careers

    Educators also noted significant benefits. Teachers using the curriculum regularly–daily or weekly–overwhelmingly rated it as effective. Specifically, 86 percent indicated it was “very effective” or “somewhat effective” in increasing student engagement, and 73 percent highlighted improved understanding of math’s relevance to career applications. Other reported benefits included students’ increased interest in pursuing higher education and gaining awareness of various postsecondary options like certificates, associate degrees, and bachelor’s degrees.

    Building on these promising indicators of engagement, we analyzed students’ growth in learning as measured by Quantile assessments administered at the start and end of the academic year. The results exceeded expectations:

    • In Pre-Algebra, students surpassed the national average gain by 101 Quantiles (141Q vs. 40Q)
    • Algebra I students achieved more than triple the expected gains (110Q vs. 35Q)
    • Geometry learners outpaced the average by 90 Quantiles (125Q vs. 35Q)
    • Algebra II showed the most significant growth, with students outperforming the norm by 168 Quantiles (198Q vs. 30Q)

    These outcomes are a testament to the power of relevance in education. By embedding math concepts within real-world career contexts, we transformed abstract concepts into meaningful, tangible skills. Students not only mastered math content at unprecedented levels but also began to see the subject as a critical tool for their futures.

    What we found astounded even us, though we shouldn’t have been surprised, based on decades of research that indicated what would happen. Once we answered the question of when students would use this, their mastery of the math content took on purpose and meaning. Contextualizing math is the path forward for math instruction across the country.

    And there’s no time to waste. As a recent Urban Institute study indicated, students’ math proficiencies were even more significant than reading in positively impacting their later earning power. If we can change students’ attitudes about math, not just their math problems, the economic benefits to students, families, communities, and states will be profound.

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  • A Teacher’s Take on Game-Based Learning – The 74

    A Teacher’s Take on Game-Based Learning – The 74


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    I see it every fall: A student suddenly needs to go to the bathroom mid-lesson. Another zones out completely, distracting nearby classmates during a lesson. Tears well up as a child struggles with a problem they just can’t get through.

    These are the telltale signs of math anxiety creeping back into my classroom, and it’s heartbreakingly common. Between 70% and 78% of students experience a decline in math skills over the summer across elementary grades. By the time they reach fifth grade, students can lag behind their peers by two to three years.

    That means students are missing out on crucial math skills that form the foundation for everything that comes later. As many teachers can attest, math remains one of the hardest subjects to teach because the basics aren’t always as black and white as they seem.

    I’ve had to look for new ways to break down those barriers and ease the pressure. That’s why I’ve leaned into game-based learning. It takes something stressful and makes it approachable. In teaching math, that makes all the difference.

    I first brought games into my math block because I wanted to try something different. A student suggested we review a concept with a math game he had used, and I decided to give it a shot.

    There are plenty of games: Math Reveal, Quizizz and Coolmath among them. In my class we use Prodigy, which allows students to play as wizards exploring different fantasy worlds. They progress through the game by engaging in math-based quests and battles, answering a series of math questions to power spells, cast attacks or heal their wizard. Behind the scenes, the platform analyzes each student’s strengths and gaps, then adjusts and tailors content to the appropriate learning level.

    The benefits were clear almost immediately, and the atmosphere in my classroom shifted. Kids who normally avoided eye contact were leaning in, laughing and actually asking to do math. It was a small change at first, but it began breaking down the anxiety that had been holding students back.

    Their anxiety turns into curiosity, and their avoidance shifts into active participation. Students knew they could make mistakes, try again and keep moving without the fear of failure they often carried into traditional lessons.

    Over time, I’ve learned that these games weren’t just fun. They were powerful teaching tools. Game-based learning platforms helped students review after new lessons and revisit older concepts to keep their skills sharp. As a result, when we moved on to fractions or multi-step problems, they weren’t burdened by forgotten fundamentals.

    Now, I incorporate game-based learning throughout my curriculum. I may introduce a new lesson with a quick round or have students partner up to practice and reinforce a concept. Before a test, I can assign relevant game modules that give students a low-stakes way to practice and prepare.

    I noticed students catching up quicker than in previous years. At the start of one school year, I had eight students who were pulled out of my class for extra math help. By the end of the year, only two needed the extra support.

    And let’s be honest: These tools have helped me, too. Teaching math can be overwhelming, especially with constant pressure to get every student up to speed and prepared for benchmark tests.

    Game-based learning became a comforting resource for me because it offers new ways to personalize lessons and celebrate small wins. As students play, I can track their learning in real time to see which skills they’ve mastered, where they’re struggling and how their performance is shifting over time. Students can move at their own pace now, and I can step into the role of guide rather than taskmaster.

    Like any classroom tool, game-based learning works best when you use it with intention. Over the years, I’ve learned some strategies that make it more than just “play time.”

    • Play along: When I first started using game-based learning platforms, I didn’t fully understand how each game worked or the way they built in rewards, challenges, and storylines that keep kids engaged.

      That changed when I created my own character and began playing alongside my students. Suddenly, when a student shouted, “I just beat the Puppet Master!” I knew exactly what that meant, and I could celebrate and learn with them.

      By experiencing the games myself, I learned how to implement them in the classroom. I could see firsthand how to weave them into lessons, when to use them for review versus pre-teaching, and how to keep the fun from becoming a distraction.

    • Assign with purpose: I don’t just let students log in and click around. I strategically tie games to the key concepts we’re learning that week or use them to revisit skills. For example, I might assign a short warm-up where they tackle problems from earlier in the year so they’re never losing touch with old material. Cyclical practice helps build long-term retention while lowering the stress of new concepts.
    • Differentiate lessons: One of the biggest wins with game-based learning is how easy it is to differentiate and personalize learning. In any classroom, I have students at wildly different levels: Some need extra review, others are ready to race ahead. With games, I can assign work that meets each child where they are.

      That flexibility saves me time, but more importantly, it saves students from unnecessary stress. They can master concepts step by step, and I can gently move them up without overwhelming them.

    When I first introduced game-based learning, I didn’t know what to expect. It felt like one more thing to manage. But I let students guide me, and the results spoke for themselves. They were more engaged, less anxious and more willing to try.

    For teachers who are unsure, my advice is simple: Give it a chance. Watch your students light up when math feels less like a hurdle and more like a game. For me, the greatest reward has been seeing kids who once dreaded math start to relax, build confidence and move from “I can’t do this” to “Can we play again?”

    Game-based learning isn’t about replacing rigor. It’s about sparking curiosity, reducing fear and creating the kind of engagement that fosters a genuine love of learning. Most of all, it reminds us — and our students — that math can, and should, be fun.


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