Student Scenario

1. Bill gets notification on his cell phone that he has unread messages at the Math
Environment:
a. he has been assigned a new concept by his teacher
b. he want s to continue working on the math behind a favorite game – Deal or
No Deal
c. he has a request for assistance from a classmate (Jill)
d. he wants to review the status of problems submitted yesterday
2. Bill’s new assignment is to understand square roots – what they are and how they fit
with other math concepts.
3. Jill has asked for help with multiplying decimals. She has done the homework, but
could not successfully complete the teacher’s decimal benchmark project – a skill
assessment.
4. Bill sends Jill the following Math Environment digital content:
a. a relevant page from his reflection journal
b. a game that helped decimals make sense to him
c. a problem from his notes that he successfully completed; the steps and answer
are removed automatically
5. After Bill has completed his assignments and helped classmates, he can challenge
himself by using the competition mode of the math environment. Competition mode
is where he competes against students at his school and other schools on solving
problems. Students compete on drilling where time to answer a problem determines
the winner. On more complex problems, how they solve the problem is evaluated.
a. competition mode shows students’ raw scores and scores relative to their
school and other schools. Only scores of students who want the challenge are
shown on the “best scores” board.
i. There is a “best scores” board for solving problems correctly, but also
for most questions asked to engage students who are not top math
students

Teacher Scenario
1. Mr. Solidad reviews the progress of students several ways
b. he reviews what concept students are working on
c. he reviews the level of mastery of previously completed concepts
i. he may assign more challenging problems to high competent students
ii. he may ask student to volunteer their assistance to students who need
help
d. he reviews the time spent on previously completed concepts
i. he may intervene with students spending significantly longer on a
concept than the class average
2. Mr. Solidad reviews his requests for help from students
a. he also reviews requests for assistance between students and notes the
following:
ii. which students are asking for assistance
 iii. which students are being asked for assistance
iv. the concepts that are causing confusion
v. how students are asking for assistance
1. if a student is not an active participant in the classroom, then
using the online chat is a step in the right direction
2. if a student is an active participant in the classroom, then using
chat mat be the easy way out; the teacher may wish to
encourage (or force) the student to use other resources for
assistance
3. Mr. Solidad likes the free-form nature of the environment. He can work on a primary
concept and do the following too:
a. assign refresher problems to ensure that students are retaining their knowledge
b. assign problems that require knowledge from more than one concept
c. assign problems from future concepts as a form of previewing

4. Mr. Solidad wants to spiral back to an earlier concept. He disables one of the “math
blocks” that students rely on regularly.
a. He wants to see if they can solve problems without the automated version of
the concept (such as multiplication or square root).
i. student need using alternative approaches or perform the calculation
manually