Independent research has shown that ST Math is especially powerful with special populations of students. The approach of ST Math allows students who have struggled in school to succeed and students who excel to look at math in a new way. Even if you teach in a regular classroom, you likely have a diverse group of learners who will benefit from time spent on ST Math.
Gifted, Talented, or High Achieving Students
When working with gifted and talented students and high achievers, the conversation regularly centers around the grade level the student should be playing in ST Math. Some schools keep students in their current grade level while others place students into the grade level that matches the curriculum the students are experiencing or the grade where they believe they are working instructionally.
While we can provide guidance, ultimately the school and the teacher will need to decide what is best for the student they are working with. It is important to remember that ST Math is a different program because of the foundation in neuroscience and the visual nature of the spatial-temporal models used in the program. Encourage teachers to keep this in mind when working with gifted and talented students.
Gifted Students Working Above Grade Level
There are benefits to having students work above grade level especially if it matches the level of instruction being provided.
It is important to remember that accelerating students can produce gaps in student understanding. Two strategies to combat this include:
- Assigning students to the Journey that corresponds to their grade level and using the assignments feature to provide them with strategic above grade level content.
- Assign students to the Journey that corresponds to the level that matches the instruction they are being provided. (e.g., if they are a 4th grade student receiving 5th grade math instruction then they will do the 5th grade journey). Teachers can use student data to determine areas where students may need additional grade level support and use the assignments feature to provide students with the grade level content they need.
Gifted Students Working on grade level
Students can benefit from working at their current grade level especially if they know mathematics at a procedural level, but struggle to fully grasp the conceptual understanding. Some gifted and talented students may struggle with explaining their thinking and instead say things like “I just knew it.” For students who have been accelerated to above grade level work, there can be concepts that they did not have the opportunity to build a firm foundation in at their grade level before moving on. Having gifted and talented students engage in on-grade level work allows the opportunity to deepen understanding, strengthen their foundations, and connect mathematical schemas. It can provide the support students who are working at a higher grade level need to help bridge concepts and increase understanding.
Two strategies that can be used to support gifted and talented students working on grade level while deepening their understanding includes:
Supporting written communication and connections. Keeping students at their grade level provides time for the student to learn to express their thinking around their understanding of the concept. It also can help deepen their understanding of the coherence of mathematics which will be important as they get into high level mathematics. Teachers can engage students in journaling and writing exit tickets following their ST Math time to help promote written communication and the opportunity to make connections within mathematics.
Opportunity for engaging students in mathematics projects. As students are playing games teachers can have them play them with the lens of a teacher instead of a student. Students learn a lot when they are given the opportunity to teach something. Giving students a project with a product to create helps them focus on mathematics in a deeper way. Teachers should be encouraged to provide opportunities for students to share their projects.
ST Math Projects,
- Create a resource document that describes the math concepts/skills, provides specific examples and non-examples, and lists vocabulary words for that concept.
- Create a mathematical children’s book around the mathematics, characters, and setting in the puzzle. The book should help teach the math concept.
- Create a “game mat” for one of the games that brings the game into the real world and explain how it can be used to support the math concepts in the puzzles. Students should include examples.
- Create a new JiJi game based on the same concept. Students should create at least 3 levels for their new game and provide visuals.
- Identify areas where students may get stuck playing the puzzles. Create questions to facilitate student thinking around the mathematics that students are using in the puzzles.
- Have students select a puzzle and create a game that can be used in a center based on that puzzle. The game should include directions, a title, and a description of the mathematics involved.
English Language Learners
English Language Learners (ELL) are a very diverse group of students who represent numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds. Supporting ELL students cannot be a one-size-fits-all approach. ST Math implementation within the ELL student group should address the diversity of learners.
All students are capable of doing high-level mathematics; their language proficiency does not determine their mathematical ability. Therefore, language should not be a barrier for students to engage in rigorous mathematics tasks. ST Math’s visual approach to learning levels the playing field by providing rich mathematics experiences in a game-based setting that gives all students access regardless of background and English language proficiency.
Strategies to support ELL students include:
- Ask facilitating questions. As ELL students are engaged in problem solving through the puzzles in ST Math individually or whole class, teachers can provide opportunities for them to speak English and give authentic reasons to use academic language.
- Small group work provides an opportunity for ELLs to engage in mathematical discourse and learn how to negotiate meanings of vocabulary words with their classmates. Using ST Math puzzles, ST Math Chats, or Puzzle Talks during small group instruction helps provide common experiences to promote student discussion.
- Maximize the visual approach by using manipulatives or creature cards as part of classroom instruction. Students are familiar with the games and using these resources can help provide continuity between what they are experiencing in ST Math and in the classroom.
- Integrate with literacy. Strategically select games students have already mastered for use in small group instruction. As students play the familiar games, teachers can focus on making language connections. Several strategies such as personalized academic word walls, various writing activities, graphic organizers, think aloud, and peer discussions can be used. Students can use the game mats to model and tell a math story. Give students opportunities to write so they can make the symbolic connections.
- Use graphic organizers like concept maps to support ELLs in making content and language connections during ST Math time. These can be great tools for the teacher to assess how students are learning and provide students a way to organize their thoughts.
Special Education Students
The game-based style of ST Math motivates students by presenting mathematics in a different way. The spatial-temporal visual models allow almost every student regardless of if they are working on, above or below grade level access to the puzzle. Having this immediate access helps curb the frustration that often occurs in situations where students struggle with mathematics.
The design of the content includes intentionally sequenced games within each learning objective which scaffolds the learning to build deep conceptual understanding of math concepts, symbols and procedures. Puzzles chunk concepts into digestible pieces so students are able to process and make sense of math on their own.
The real time informative feedback provided in ST Math puzzles supports students as they apply strategies to solve problems. The animated feedback adapts to each unique response so students are able to see precisely why their answer was correct or incorrect. This helps build confidence in students who struggle with mathematics. Through the structure of the program, students learn that every mistake is an opportunity for further learning.
ST Math is self-paced and provides all students as many puzzles as they need to successfully master the concept. The teacher adds support through open-ended questioning and facilitating discussions. This supports students in making connections between and among math concepts.
Because of the visual nature, conceptual approach and intentional design of the program, schools across the country are successfully having students work within their grade level content on ST Math (even though they may need lower level content outside of the software). All teachers are encouraged to start their students in their correct grade level and provide additional support through individual assignments. If a student’s individualized education plan states they should receive instruction below grade level, you can easily meet that need by adjusting their grade level Journey. The instructions for changing a student's grade level can be found in ST Math Help.
Check for Understanding
Think about your answer and then click to reveal our thoughts.
Why might it be best to have gifted or high achieving students work at grade level in ST Math?
Students can benefit from working at their current grade level especially if they know mathematics at a procedural level, but struggle to fully grasp the conceptual understanding. Some gifted and talented students may struggle with explaining their thinking and instead say things like “I just knew it.” For students who have been accelerated to above grade level work, there can be concepts that they did not have the opportunity to build a firm foundation in at their grade level before moving on. Having gifted and talented students engage in on-grade level work allows the opportunity to deepen understanding, strengthen their foundations, and connect mathematical schemas.
Why is ST Math such a powerful tool for English Language Learners?
ST Math’s visual approach to learning levels the playing field by providing rich mathematics experiences in a game-based setting that gives all students access regardless of background and English language proficiency.
Why do we recommend starting all students out on grade level in ST Math?
Because of the visual nature, conceptual approach and intentional design of the program, students who struggle in regular math content often are very successful in ST Math. We recommend using assignments to help support and scaffold students.
**If a student has an IEP that requires they receive instruction at a certain grade level you can easily change the grade level of their journey from the educator experience.