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MATHia XUser's Guide

Educational Services

Section 1: Getting Started for StudentsKey Features of the Student Software Pre-Launch Protocol 4 Lesson Page 5 Student Help Tools 7 Step by Step 9 Skillometer 10 Glossary 11 Check for Understanding 12 Instructional Tools 13Motivational/Engagement Features 16Customer Support 18

Section 2: Implementation ToolsLab Facilitation Strategies 20Online Learning Look-Fors 23Implementation Fidelity Rubric 24Grading Strategies 25

TABLE OF CONTENTS

Section 1:Getting Started

for Students

ContentsKey Features of the Student Software Pre-Launch Protocol 4 Lesson Page 5 Student Help Tools 7 Step by Step 9 Skillometer 10 Glossary 11 Check for Understanding 12 Instructional Tools 13Motivational/Engagement Features 16Customer Support 18

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MATHia X User's Guide | Getting Started for Students | 4

Pre-Launch Protocol

KEY FEATURES OF THE STUDENT SOFTWARE

The Pre-Launch Protocol module is presented at the beginning of each course in the software. It provides an overview on how to use the various tools in MATHia X, as well as introduces key learning science topics.

Click Tour to view

descriptions for the

various features of

MATHia X.

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The Lesson Page provides a math lesson on specific topics for each unit.

Lesson Page


Modeled problems of the

math concepts in this unit are

displayed on the Lesson Page.

The Key Terms that are

introduced in the unit are

available here. The Key

Terms are hyperlinked to

the Glossary.

Skills that you will learn

in the unit are listed here.

You will see these in the

Skillometer™ as you work.

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After reading the Lesson Page, you will launch into the Check for Understanding questions. Check for Understanding questions can be used to gauge your understanding of material covered in the Lesson Page.

Lesson Page

Key Features of the Student Software

cont'd

Click Let's Go! to jump to the

Check for Understanding

if you feel confident in the

lesson material.

You will receive immediate

feedback as you answer

questions in the Check for

Understanding. When you

answer a question, a note

is provided re-enforcing the

concept, coloring it as red or

green, indicating a correct/

incorrect answer. You can

try again if your original

answer was incorrect.

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Four forms of help are available throughout the software to help solve the problem you are working on.

1. Just-in-Time Hints automatically appear when you make a common error. Just-in-Time Hints are indicated by the arrow in a red text box.

2. On-Demand Hints are hints that you can ask for at any time while working on a problem.

Student Help Tools


Position your mouse over

the red box to view the hint.

There are multiple hints

available for each question.

The level of detail of On-

Demand Hints increases as

you ask for more help.

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Student Help Tools


cont'd

3. Click Help for detailed assistance with the software tools and interface.

4. Click Tour to view descriptions for the various features of MATHia X.

The Help tool provides you

with helpful information on

getting started and working

with the software tools.

The Tour will display an

overlay that defines each of

the tools on the screen.

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The Step by Step demonstrates how to use the tools in a lesson by guiding you step-by-step through a sample math problem.

Starting a Step by Step When you click Let's Go!, the Step by Step will automatically begin.

Basic Instructions

1. Read the scenario.

2. Read the hint in the little window and try to answer the question. If you don’t know the answer, you can guess. This will not affect your skill level.

3. If you enter the wrong answer twice, the system will correctly complete the step for you. Take some time to think about why the suggested answer is the correct one.

4. Continue answering the questions until you complete the problem.

5. Click Go to Problem to go to the required math problems.

Step by Step


Step by Step is located

here. When working

on a problem, you can

refer back to the Step

by Step for assistance.

A student Crew Member

will walk you through each

step of the problem.

You can Go to Problem at

any time and toggle between

the example and your

problem as needed.

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The Skillometer shows a summary of the major skills that are being covered in a given workspace as well as your progress on those skills.

The name of each skill, such as “Calculate quotient,” is displayed along with a level of mastery. The level of mastery is not a percent of your correct and incorrect responses. Rather, it is a predictor of the probability that you will be able to demonstrate that skill again in the future. An orange bar indicates skills that have not been completely mastered. A green bar indicates skills that have been completely mastered in the current workspace. As you work, you will notice the elongated progress meter progressing from orange to green.

Skill Tracking Behavior When beginning a given unit, the initial skill levels are not zero because there is some likelihood that you are already familiar with a concept or will be able to learn the skill unassisted. When you answer something correctly, the level of mastery increases because there is a greater probability that you understand the skill and will be able to complete a similar task in the future. Answering incorrectly or asking for a hint usually indicates that you do not understand a given skill, so the level of mastery may decrease. For some skills, it is likely that reading a hint will increase understanding, so the level of mastery may increase. Similarly, for some skills, it is likely that by answering incorrectly, you will “learn from your mistake,” so the level of mastery may increase. Note that the level of mastery will stop increasing after a given percent, even if you continually request hints. So, it is not possible for you to “hint” your way through to complete a unit.

Skillometer


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The Glossary is available throughout the software. It contains a list of definitions and examples for key mathematical terms used throughout the curriculum. You can open the Glossary by choosing the icon at the top of the screen.

The Glossary is automatically opened when you click on any of the key terms links in the lesson page. For example choosing the link circle in the right column of the lesson opens the Glossary entry for circle as shown above.

On the search tab of the Glossary, use the find box on the top left to search for a topic or term. You should enter complete words, but do not be too detailed, as the search is based on exact matching of the words entered. Any topic or term in the Glossary that has text matching your search will be displayed in the left window, in alphabetical order. Click on the term in the left window that you wish to view. A definition and example for the term will appear in the right window. The Glossary is also available in Spanish and can be accessed by clicking the Español button at the top.

Glossary


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The Check for Understanding gauges your understanding of material to be covered in the upcoming lesson.

Check for Understanding


Access the Check for

Understanding from the

Lesson Page.

You will receive immediate

feedback as you answer

questions in the Check for

Understanding. When you

answer a question, a note

is provided re-enforcing the

concept and coloring as

red or green, indicating a

correct/incorrect answer.

You can try again if your

original answer was

incorrect.

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Explore Tools Explore Tools allow you the opportunity to investigate different mathematical concepts, search for patterns, and look for structure in ways that make sense to you. These tools also provide optional supports for you as you answer questions and solve problems.

Animations Animations provide you with an opportunity to watch, pause, and re-watch demonstrations of various mathematical concepts. They are a way to connect the visual representations of different mathematical ideas to their abstract underpinnings through visual representations and audio narrative.

Instructional Tools


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Instructional Tools


cont'd

Classification Tools Classification tools allow you to apply your mathematical understanding into the form of categorizing answers based on similarities. These tools also provide you with the means to demonstrate proficiency in recognizing patterns in problem structure.

Problem Solving Problem solving tools provide you with highly individualized and self-paced instruction that adapts to your exact needs to deepen your conceptual understanding of the mathematics. Through adaptive learning technologies, you engage in reasoning and sense-making.

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Instructional Tools


cont'd

Worked Examples Worked Examples provide you with a tool that allows you to question your understanding, make connections with the steps, and ultimately self-explain. Analyzing Worked Examples also allows you to identify your own misconceptions, make sense of the mathematical concepts, and then ultimately to persevere in problem solving.

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Modules can be expanded or

collapsed by clicking the empty space.

Unlocked units have a Let's Go! or

a Review button. Review indicates

completed units that you can go back

to and review.

Homepage You have a clear picture of the work that is ahead of you. You see the modules, units, and number of workspaces assigned to you.

MOTIVATIONAL/ENGAGEMENT FEATURES

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Student Crew As in the text, the characters in the software will provide information to help you along the way.

Growth Mindset Language in Animation Research shows students who believe that they can get smarter will work harder. Learning about the way the brain changes as you learn has been shown to encourage you to believe you have the capability to learn. Within MATHia X, we praise effort above innate ability.

Motivational/Engagement Features

cont'd

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Customer Support is available to answer your questions about using the software.

Email: [email protected]

Phone: 877.401.CLCS (2527) or 888.851.7094 (Select Option 3)

Chat: Visit resources.carnegielearning.com/contact-us to connect with us via chat.

Websites:

Carnegie Learning Online http://online.carnegielearning.com Carnegie Learning Technical Support Website http://www.carnegielearning.com/support

CUSTOMER SUPPORT

Section 2:Implementation Tools

ContentsLab Facilitation Strategies 20Online Learning Look-Fors 23Implementation Fidelity Rubric 24Grading Strategies 25

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MATHia X User's Guide | Implementation Tools | 20

Completed through the collaboration of Carnegie Learning, Inc. and Richmond County Schools.

Teacher and Student Responsibilities During Lab Time

Math Lab Class Daily Schedule

Time Frame Students Teacher

Daily

} Report any computer issues to the teacher immediately

} Talk softly only to ask a question or assist another student

} Use lesson information and interactive examples before asking for assistance

} Work only on the assigned material } Complete Lab Learning Log

} Work through the software as a student (outside of lab time)

} Actively monitor students in the lab } Post Standards in the room/lab } Have a meaningful prompt for the

Lab Learning Log } Read completed Learning Logs } Conference with students about

progress on the software using Detailed Student Reports (about 1–2 minutes per student, about 5–6 students per day)

Weekly

} Turn in completed Lab Learning Log on designated day

} Record time, etc., on Lab Learning Log after conferencing with teacher

} Run Detailed Student Reports to assign grades

} Run Class Skills Alerts to identify additional areas of deficit (addressed in small groups)

} Run Class Progress Report and post for students to monitor their progress or create a Lab Chart

Instructional Framework

Students’ Responsibilities

Teacher’s Responsibilities

Opening } Log on to the computer and log in to the software

} Log in to the Teacher’s Toolkit } Monitor students to make sure they

are logging in correctly } Return Lab Learning Logs } Record attendance

Work Period } 2 days a week } Work through assigned units

} Monitor students for: } Off-task behavior } Errors in the software

} Conference with students about progress in the software

} Discuss time/problems solved/etc.

} Share reports with students weekly or bi-weekly

Closing } Write in Lab Learning Logs

} Use electronic versions of Lab Learning Log

} Determine what you want students to complete in the Lab Learning Log

} Read Lab Learning Logs to see where students are, what they are thinking, and what kind of progress they are making

LAB FACILITATION STRATEGIES

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Sample Math Lab Learning Log

Day of Week What Math Did You DO Today? Current Workspace

Monday

Tuesday

Wednesday

Thursday

Friday

Name Beginning Date

Lab Facilitation Strategies

cont'd

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Sample Math Lab Learning Log

Bragging Rights (What are you proud of this week?)

Sticking Points (What are you struggling with this week?)

Teacher’s Choice Prompt:

Progress Made Last Week:

Time Spent:

Workspaces Completed:

Number of Step by Step Used:

Average Number of Hints Per Problem:

Grade Sheet (Teacher Use Only)

Time/Participation (10%): /3 (in hours)

Problems Completed (10%): /

Workspaces Completed (10%): /3

Mastered Skills (60%): /

Lab Learning Log (10%): /10

Additional samples can be found at resources.carnegielearning.com

Name

Problems Completed:

Number of Skills Mastered:

Grade:

Lab Facilitation Strategies

cont'd

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ONLINE LEARNING LOOK-FORS

The Technology

Gives students control over time place path pace

Differentiates to create a personalized learning path for each student

Provides opportunities for students to self-monitor and self-assess

Connects to the in-person, brick and mortar learning

Assesses student understanding

The Teacher

Communicate usage and/or progress goals with students

Has clear and consistent routines in place for online learning time

Uses an established method for celebrating student success

Poses effective questions to help students make sense of the mathematics and unravel misconceptions

Interacts with students while they are working and is proactive to student needs

Fosters student independence

Models/encourages self-directed learning

Monitors student progress Provides a flexible learning

environment

The Students

Take responsibility for their own learning

Have little need for teacher direction/clarification

Actively engage with the online learning tool

Make sense of problems and persevere in solving them

Collaborate with their peers Ask each other questions Hold each other accountable Monitor their progress Assess their own

understanding

NOTES:NOTES:NOTES:

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Data

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Com

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Cop

yrig

ht ©

201

6 C

arne

gie

Lear

ning

, Inc

.


Though each teacher should develop his/her own method for grading the software based on his/her classes and school protocols, it is helpful to have a few ideas about grading the software from which to start. Below you will find suggestions for getting started. As a standard model of implementation, most teachers weigh the software computer time as 40% of the student’s overall grade, as students spend about 40% of their instructional time on the software.

Option 1: Setting Benchmarks In this option, teachers set standards for what they want students to accomplish in a given time period. The number of units or workspaces that students can accomplish might depend on access to computers, length of class period, and other factors.

Keep in mind:

} Benchmarks can be set for any time period: two weeks, four weeks, nine weeks, etc. } Students can access the software remotely at http://online.carnegielearning.com to catch up or

accelerate, if needed. } Benchmarks can be set individually based on special student needs or circumstances. } Beyond the first benchmark, expectations of individual students can be adjusted to respond to student

performance. } Once they understand the system, students can set benchmarks themselves. } It is much easier to lower high expectations than to increase low expectations; set the standards high!

Some teachers set time benchmarks in addition to unit/workspace benchmarks. This strategy encourages students to continue working, even if they have completed all of the assigned units, and rewards students for their time commitment.

Option 2: Assigning Points Objectively This grading model assigns points based on how much work students have completed and how much time and effort they have invested. If you use this method, you will need to set report markers after each time you assign grades (refer to the bulleted list below). This way, you will be able to run a report for a specific time period and have only the information needed to generate current grades.

Sample point distribution:

} 1 point for each word problem completed * } 1– 2 point for each equation solved * } 6 points for each hour worked } 1 point for each 10 additional minutes worked beyond the last full hour } 15 points for each unit completed } 2 points for each workspace completed in the current unit

*Refer to the Content Browser to determine which are problem-solving and which are equation-solving units.

GRADING STRATEGIES

Cop

yrig

ht ©

201

6 C

arne

gie

Lear

ning

, Inc

.


Once points are determined for each student in a class, use the data to determine grades. You can assign the highest point total 100% and use that total to determine percentage scores for remaining students. You may want to consider eliminating any outlying point values before setting the 100% score.

Option 3: Completing a Daily Self-Assessment Students will self-assess daily and assign a grade for their work. Each student is given a small sheet of paper where they place their name, unit/workspace starting, unit/workspace finishing, and a place for tally marks where they will track how many problems they complete in this class time. Have the students fill in the information at the beginning of class and tally during class. At the end of the class students will give themselves a grade out of 5 points and write a sentence of evidence for this grade. The teacher can modify the grade as needed. The advantage to this method is that there is immediate feedback for the students each day and they are self-monitoring and assessing their progress. The disadvantage is that it is only focused on progress, not mastered skills. A suggestion is to combine this with another method or use it at the beginning of the year to establish a routine, then phase out.

Option 4: Using a Rubric By using this rubric, teachers can grade students according to how many problems they complete along with how much time they are actively using the software each week. The rubric can be used over any time period. The rubric below was designed to span four sessions on the computers.

Sample four-session grading rubric:

20 16 12 8 4PROBLEMS

The student has completed

at least 50 problems.




less than 20 problems.

WORKSPACESThe student has

completed

at least 8 workspaces.




less than 3 workspaces.

SKILLSThe student has

mastered 100% of their skills.

mastered < 100% of their skills.

mastered < 90% of

their skills.

mastered < 80% of

their skills.

mastered < 70% of

their skills.TIME

The student has spent

at least 2 hrs 30 mins in the

problems.

at least 2 hrs in the problems.

at least 1 hr 30 mins in the

problems.

at least 45 mins in the problems.

less than 45 mins in the problems.

BEHAVIORThe student was

never off task or a disruption

in the lab.

occasionally off task or a disruption in

the lab.

often off task or a disruption

in the lab.

almost always off task or a disruption in

the lab.

always off task or a disruption

in the lab.

Grading Strategies

cont'd

Cop

yrig

ht ©

201

6 C

arne

gie

Lear

ning

, Inc

.


Features of the sample rubric:

} Rows 1 and 2 incorporate a balance between the number of problems a student completes and his/her progress through the units, holding the student accountable for working at a reasonable rate.

} Row 3 assigns students credit for logging in and working through the software for a certain amount of time each week, holding them accountable for making up their work when they are absent.

} Row 4 addresses lab management, holding students accountable for remaining on task while logged in and working.

TIP! Print and attach the Student Detail Report to the rubric every four visits to the lab, which is, on average, every two weeks. This practice provides students and parents with ownership of the grading process.

Grading Strategies

cont'd

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