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What is so good about Mathletics?

“For every superficial once-over-lightly Bebo exchange there is the magic. My kids

also do Mathletics. have you heard of Mathletics? Mathletics is maths on

computer, in competition form. You play kids from all over the world, you score

and you win and get rewards and certificates. And they love it! It is more effective

than anything I ever came within a million miles of seeing when I last studied the

subject. My kids kill for computer time to do Maths! My Mum had to force the

pencil into my hand and prise the book open …”

Mike Hosking waxing lyrical about Mathletics on Newstalk ZB on Tuesday, 4 August.

The following text describes specifically why Mathletics continues to be consistently award winning and the No 1 Maths education website in the world.

Quality Learning Approaches

Mathletics uses a range of proven quality learning approaches. It supports many of the best

aspects of traditional mathematics, while opening up more self-directed possibilities and

learning styles in line with 21st Century learning principles. Students’ learning is carefully

scaffolded as they develop mastery of mathematical concepts mapped precisely to the

curriculum. The online environment provides continual feedback and formative assessment,

allowing students to monitor their own progress and develop self-regulation and meta-

cognition skills.

The Mathletics question bank is the largest online today, with intelligent adaptation within

questions sets to keep student’s working at their correct level. Students’ work is immediately

marked, allowing teachers and parents to track progress and better inform teacher’s

interactions with their students, such as adjusting courses or setting variant tasks. Complete

step-by-step examples and animated solutions are available on demand for every question,

both empowering the student, and providing the teacher with real-time formative

assessment and feedback..

Automaticity of basic skills is supported via an engaging multi-player environment where

improvement (not winning) accrues benefits for a virtual avatar (Mathlete). Other aspects of

the program are carefully designed to build and support problem solving skills in more open

ended contexts. This includes high quality, print on demand, materials that move students

along the continuum from knowledge to application and higher order reasoning. To enhance

the student’s progress towards higher-order reasoning, other modes of learning are available

such as virtual manipulatives to explore and pose problems in a more visual manner.

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Mathletics serves significantly more learners from currently served populations

Mathletics currently reaches over 2 million students worldwide and this volume of students is

growing daily. The success of Mathletics across multiple curricula is that it reaches many

students who have become alienated or lack confidence in their potential in math. Teachers

report that this level of success is largely due to motivational factors for the student and its

blend of structured support, customisable curricula, self-directed learning possibilities, 24/7

access beyond the classroom and instant feedback to both student and teachers. Many

teachers have reported on students who were mathphobic turning around and achieving

success in mathematics on the basis of their Mathletics program. The capacity to deliver

personalised courses to all students in their class helps teachers to properly cater for students

who need consolidation or extension, with detailed and comprehensive curricula, inbuilt

diagnostic tools, and clear progress and accountability metrics.

Mathletics serves new populations of learners

Mathletics is expanding into multiple countries and educational jurisdictions on a daily basis.

A free annual event - World Maths Day is a global phenomena hosted by the creators of

Mathletics. In 2009 it attracted 1.9 million students from 225 countries. Mathletics also hosts

the American Math Challenge, the Australian Numeracy and Literacy Week Challenge, NZ

Maths Week, UK National Maths Week, Middle Eastern Maths Challenge, South African Maths

Challenge, and the Canadian Maths Challenge amongst others. The program supports easy

customisation so courses can be accurately matched to any curricula where it is used.

Customised courses and content are provided for each region where it is being used, which

reduces administrative load for teachers, and they can still further customise default courses

which are provided for their region, or search through curricula from other countries.

Mathletics supports all levels of school curriculum, including advanced topics that would

often be classed as university level. An active development program ensures that every topic

area in each curricula is fully covered. Mathletics is also finding also increasingly being used in

post compulsory training areas. A companion product, Spellodrome, is also popular with

schools, and new developments have generated great interest in further extending the

successful track record in mathematics learning into supporting literacy. Some of the

multiuser aspects of the program have also been implemented on the iPhone – one of the

first applications to support true simultaneous interaction via this platform – which also

extend the reach and appeal of mathematics learning.

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Provides greater convenience for learners

Mathletics provides a supportive learning environment accessible beyond the limited

provision of a formal classroom and allocated lesson time. It provides the interactive support

and dynamic feedback that students need to enable effective mathematics learning beyond

the boundaries of the classroom. This balance of freedom and support greatly increases the

convenience for learners and students. The ‘always available’ aspect of the program means

they can continue to learn in an environment that provides feedback, instruction, and

problem solving that they can access and explore in their own time, without needing to wait

for their individual attention within a busy class. The visual feedback system and adaptive

delivery allows students to quickly progress over areas they have already mastered, and focus

in on areas where they need greater support. This empowers teachers to customise

curriculum pathways for their students at the click of a button. All of this means students can

more easily be supported or extended at the appropriate level, rather than restricted to a one

size fits all approach. The 24/7 access suits students who expect to engage with digital

resources at a time and manner outside of traditional school time. Other aspects of

Mathletics provide rich tools for the teacher to use with the class – such as high quality

problem solving resources and virtual manipulatives – enriching the learners experience

within a traditional class.

Enables improved instructor efficiency

There are several major areas where Mathletics improves instructor efficiency. It allows

instructors to easily support a range of pathways and abilities within their class. Full

curriculum and support can be delivered to students needing either extension or

consolidation. This significant saving of time and effort frees teachers’ time to be more

involved in customising and developing materials for the multiple ability groups within one

class.

The teacher can also be freed from some of the more tedious workload constraints enabling

them to work in a more in depth manner. For example, monitoring of student progress is

done in an efficient manner, since the system tracks and collates results. The system keeps

teachers informed of how often students are accessing it, what progress they are making, and

allows teachers to adjust learning pathways if they wish. Thus one interface can be used to

review and adjust learning pathways for the whole class. It also allows the teacher to identify

which students have not attempted tasks, and which may need more direct help or an

adjustment of tasks. One of the key design principles of the software is that it provides an

efficient and intuitive process for reviewing and customising the learning for students. The

real time ability to review data and align tasks streamlines and improves processes that are

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otherwise quite labour intensive (for example it can be used to manage and review class

homework in a more detailed and time efficient way, and better inform decisions for whole

class planning). As well as its primary usage by students in their schools and homes, where

data and pathways are overseen by a local maths teacher, Mathletics may also be used in

virtual classes and distance learning arrangements, as a key support for instructors that can

greatly increase instructor efficiency in these situations.

Achieves cost reduction that is passed on to learners

Many schools are using Mathletics in place of traditional textbooks –an area where learners

and parents are often asked to provide even in public education. This is a cost effective

solution – since many textbooks cost considerably more than a years’ subscription to

Mathletics, and do not provide the same range of online and printable resources that it

contains. Furthermore, many have reported that the experience of the program has been

highly effective for tutoring and support; and the cost of a single session with a tutor is

typically significantly more than a student will pay for a year of 24/7 access to Mathletics

resource, with all of the adaptive materials for support and extension that this entails, as well

as the high levels of engagement and practice it fosters. On both of these fronts significant

savings can be made which reduce the costs of mathematics curriculum and support.

Provides education to significant number of disadvantaged learners

The engaging and comprehensive nature of Mathletics makes it effective for students at all

parts of the academic spectrum, and from all backgrounds. Many have observed that

disadvantaged students who are at risk of failure in school have found the program is highly

motivating, to the point of wanting to return to classroom during lunch hours etc to continue

working. The high engagement level is a definite plus in attracting students who might not

have seen themselves as on an academic pathway. Many schools with lower socio-economic

profiles are using the program to engage and retain students in mathematics. As well as the

cost effective nature for learners (discussed above) there are no conceptual barriers to entry -

the intuitive interface is easily learnt by students and there are no barriers of assumed

knowledge. One of the design principles is that students cannot tell which ‘year level’

curriculum they are on; so customising and modifying courses for students in need of

additional support does not carry any social stigma.

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Saves substantial travel time and cost

Mathletics can be used wherever a student can be online. There is no need for mathematics

learning to be limited to the provision of a teacher in a school at particular times. The

flexibility of such an on demand access greatly increases the effective learning time and zone

for students, and reduces the physical travel that may otherwise be needed to contact

teachers or tutors for after hours support. It can also be used to support in virtual classes, or

in distance learning, where a more remote teacher coordinates is only able to visit less

frequently.

Enables clarity of learning outcomes

Mathletics provides constant visual feedback for both students and teachers, regarding

progress and achievement. A clear visual system that reflects concept mastery gives students

a precise indication of what they have attempted and how they have gone. Many students

find this in itself is a sufficiently motivating reason to re-engage with the tasks until they have

not attained a mastery level, and the provision of contextual support materials ensures this

an effective strategy (analysis of a very large data set indicates that 99.2% of students who do

this, actually reach the mastery level). Questions are calibrated that the system will not

reflect concept mastery until the student has attained fluency on several adaptive levels

relating to the material – ensuring it is not simply a limited rehearsal of a procedure that is

being rewarded. A separate process also rewards the students’ virtual avatar with points and

credits as they make progress. This dual system is carefully designed to promote and

celebrate participation and effort, reserving a separate incentive for progress. The self-

directed access to concept mastery is also supported by problem solving resources, and open

ended virtual manipulative materials, which also track attempts and success. Mathletics

provides clear and concise information about progress and mastery and can be used to

support various approaches to mathematics learning,

Improves results in mastery of subject matter as measured by formative or summative assessments

There is absolutely no doubt that Mathletics improves mastery of mathematical subject matter. It

makes extensive use of formative assessment – students received constant feedback on progress on

targeted concepts and skill sets. Extensive data sets confirm that 99% of students who attempt an

activity 3 times will achieve concept mastery. That is, the support section provides sufficient clarity of

targeted information, delivered in an on demand and instantaneous format, so students of all levels

are supported to achieve mastery – even those who had been somewhat math phobic. The teacher

can also review general progress (including whole topic tests) trends and use this for summative

reporting, or to inform further class and curricula decisions. As well providing initial pre-test and post-

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tests a new diagnostic tool takes formative assessment to a new level. When used in conjunction with

a teacher who monitors and sets activities, the improvement results form Mathletics usage are clear

and well documented. Extensive data sets confirm the anecdotal stories of student improvement and

concept mastery.

Enhances effectiveness of pedagogy or learner engagement

While ‘effective pedagogy’ can be a contested term, it is generally agreed that effective teaching

provides students with ample feedback that they can use in a timely manner to inform their learning.

This formative assessment can be difficult to provide in a timely and detailed manner for a class of

students who may have different abilities. Mathletics definitely supports and strengthens effective

teaching by making this desirable goal achievable. Mathletics also supports differentiation of

curriculum and learning pathways, by streamlining and removing many of the logistical and planning

problems that can otherwise frustrate the delivery of differentiated curriculum. The learner

engagement has to be seen to be believed - many teachers have reported that otherwise disengaged

students have found a pathway into mathematics with Mathletics, and are keen to share and

celebrate their success. while more capable students are empowered and challenged. Mathletics is a

comprehensive resource, and as well as supporting the core skills needed for problem solving, higher

order mathematical thinking is promoted via high quality workbooks which use a knowledge-

application-reasoning scaffold , interactive manipulatives and video.

Enhances self-directed learning, critical thinking or metacognitive skills

Mathletics can be used in conjunction with various teaching philosophies, and it definitely

supports Self directed learning. It substantially resolves an issue that has often vexed maths

classrooms – how to provide the scaffolded environment without while engaging kids off all

abilities and learning styles. Students can use Mathletics to access high quality mathematical

materials and to self monitor their progress in adaptive environment that challenges them.

The resource can also be used in conjunction with other classroom innovative classroom

strategies– jigsaw or other group work approaches, reflection journals, peer tutoring etc are

all very compatible with the use of Mathletics if a teacher chooses. The flexibility of the

system tends to promote a self directed approach while allowing integration of other

progressive classroom strategies.

Includes or enables integrated assessment or better assessment of student learning by the teacher/faculty

Integrated assessment of student progress is a very strong aspect of Mathletics. The system

collates all of the results and information from any student activity into an interface that

resembles an electronic mark book. As well as allowing teachers to review and monitor

progress this same interface also enables allows tasks to be reset or adjusted in the light of on

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current progress. Thus assessment is real time – allowing teachers to see moment by moment

progress in class, as well as homework results and other asynchronous access. It is also adds

weight to formative assessment in informing teacher decision making, while easing the

burden of continual correction that this can entail. It also allows teachers to view a summary

view of test results for each topic, and to drill down into more detailed information at a topic

level. The information from the live competition maths data is also accessed in real time.

Longer term historical data can also be easily accessed for all aspects of the site.

Thus the mark book analogy reassures teachers that data is collated in a familiar manner but

it also gives richer data, and enables real time updating and control over task allocation.

Has achieved mainstream instructor usage

Mathletics has achieved widespread usage in a number of educational jurisdictions. It is a

familiar and well used tool in many schools and classrooms. For example it is Australia’s most

used educational website. (xx market penetration stats?) and is used in a diverse range of

ways across many varieties of schools and in all stages of learning. For example one teacher

may predominantly use it to streamline and customise homework, and better inform and

integrate the progress results into the daily program; another may use it as a significant

component of in class activities, another as extension and consolidation support, another as a

teaching tool, another as a text resource and diagnostic bank, another for the problem solving

support – and indeed most schools probably blend some combination of these.

Provides large-scale mission-critical 24/7 support

Several layers of support are provided. 24/7 technical support for any unexpected issues is

always available from a dedicated technical support team. The highest priority is keeping the

system running, so fully redundant backup servers in different geographical locations are used

to maintain service in case of hardware failure etc. The company utilises a team of regional

managers who deliver ongoing training on location as required. Indeed the product cannot

simply be bought and used in a school or institution without some training and support.

Follow up sessions with groups of staff are also frequently scheduled and provide an on the

ground communication in case of any issues. Another separate team regularly contacts

schools and provide another level of liaison and feedback in case of any issues.

Supports institution-wide usage

The system can easily scale to include every student within a school or institution. Indeed the

interface assumes that it is used widely across a system, and aggregates some of the common

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tasks into an administration centre for the institution. This includes maintenance of

institutional rolls, data import of student enrolments, and generation of courses which can be

shared and re-used across any class or year level. This arrangement scales well across

institutional usage of any size.

Supports statewide, countrywide, or global usage

Given the ubiquity of the internet, usage at any of these levels is supported. The evolution of

the program has indeed been from state to country to global usage. Offices and support

teams are in many countries. Curriculum is actively customised and mapped to every state

and country curriculum, and new regions are constantly being added and mapped. Strong

technical infrastructure is in place to can support addition of new regions and territories. So in

terms of customisation for local curricula, support and training, and infrastructure, the

systems readily scales and supports any level of usage.

Supports development of key competencies

Numeracy and mathematical proficient is a key deliverable for education systems, and

building capacity at a system level, for organisations as well as for individuals, requires that

knowledge artefacts be embedded in the culture of an organisation. Mathletics provides this

in several ways – since development of student skills in mathematics is associated with an ICT

environment that also promotes teacher skills. The strong model of training and support

ensures Mathletics is never just a ‘program’ that the school may happen to use; mathematical

teachers are inducted into an effective way to utilise ICT for mathematics learning, which can

support several successful approaches to mathematics pedagogy. Using ICT to improve

student outcomes in mathematics can require some cultural shift among staff, and the

success of the program indicates it strikes the right balance between usability and new

learning - the learning curve is accessible and provides sufficient ‘pay off’ in that it tends to

‘stick’ and generate permanent change of practice. Indeed, the suggested program of usage is

that teachers become comfortable with basic usage for a term, before another training

sessions consolidates some of the more advanced features. Cluster training (drawing teachers

together from local schools) and Mathletics user groups also foster the organisational learning

around the key competencies of supporting mathematics competency via ICT usage.

Organisational learning is an assumed part of the Mathletics usage.

Supports assessment of key competencies

Within the education sphere, key competencies at an organisational level, include measures

of teaching effectiveness as reflected measured by student performance and improvement.

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This can include aggregation and comparison with system data or other demographics.

Mathletics supports this in several ways; administrators within any institution can use the

performance data of cohorts to students to help reflect on teacher practice with a school or

setting. An growing range of diagnostic tools diversify the ways that diagnostic information is

gathered throughout the year, in relation to key stage assessments, which will help

personalise feedback on development of key competences relating to promotion of student

learning.

Additionally, Mathletics has attained sufficient usage and scale that it can provide a large data

source to assist with feedback and benchmarking across sector; and this aggregated data can

be made available various educational authorities to assist with assessment of key

competencies n relation to Mathematics teaching and learning.

Enables planning or management of competency development

A significant body of research has found that teacher professional development (and thus

organisational competencies) are most effectively delivered within school settings, as the

transfer to daily practice is stronger. Mathletics supports and delivers this most effective style

of competency development. The data is delivered where it has most impact - to teachers

who can use it to inform competency development of student, and reflect on their own

practice. Local administrators in a school can use it to compare usage patterns and student

progress, and promote discussion of practice. As noted this style of in situ professional

development is widely regarded as the most effective way to improve teacher competency

and thus organisational learning. As mentioned in the previous section, Mathletics has

attained sufficient usage and scale that it can provide a large data source to assist with

feedback and benchmarking across sectors; and this aggregated data can be made available

various educational authorities to assist with assessment of key competencies in relation to

mathematics teaching and learning.

Enables more efficient sharing of best practices

Mathletics supports efficient sharing of best practices through several channels. The

company regularly facilitates sessions at teacher mathematics conferences, and Mathletics

user groups also promote discussion and sharing of best practice. In addition to these

sessions, a significant body of research has found that teacher professional development (and

thus organisational competencies) are often most effectively delivered within the local school

settings. Mathletics intrinsically supports this as data is delivered where it has most impact -

to teachers who can use it to inform competency development of student, and reflect on

their own practice. The transfer to daily practice is also supported since a local administrator

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can compare usage patterns and student progress, and promote discussion of practice based

on that data.

Provides a distinctive organizational learning advantage

The challenge of effectively integrating ICT into schools provides a significant organizational

learning advantage for schools. (Many studies have pointed out that the promise of ICT

transforming the curriculum, is undermined by the need for greater teacher training and

expertise). Mathletics provides a distinctive organizational learning advantage by resolving

this dilemma – a highly effective ICT environment that has a proven effect upon the core

business of numeracy and mathematics learning, provides a full range of supportive and

challenging curricula, and yet remains accessible and usable by all teachers, not just a few

atypical ICT specialists. This is a powerful mix that increases student learning, leads to better

results in the mathematics classroom, supports teachers and equips them with new materials

and skills.

Achieves a far superior realization of other prior products or services of its kind

Mathletics is the largest and most comprehensive online system for supporting and delivering

educational mathematics, using a range of courseware and other approaches. The ongoing

development program continues to ensure that Mathletics remains the world leader in online

maths education.

Has clear potential to establish a much needed new category of learning application or tool

Unfortunately maths education has become highly polarised in many quarters. Mathletics

avoids the mistake of catering solely to one theory of learning. It supports skill practice and

problem solving, working mathematically and mastery learning. It provides a much needed

boost to real time formative assessment. It deploys all of this in manner that supports

independence and self directed learning. The result is that students find it engaging and

supportive and that practicing teachers find it is highly usable.

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Incorporates a scientific breakthrough promising enhanced learning based on brain research or learning theory

Mathletics very clearly support personalisation and self directed learning, through its

adaptive, on demand, any time, anywhere approach. This is clearly a huge demand for

personalisation in education, and Mathletics supports this without trading off rigour, depth of

content. It allows this personalisation to be integrated into regular classes , improving maths

education both inside and outside the classroom. It provides a much needed boost to real

time formative assessment. It supports skill practice and problem solving, working

mathematically and mastery learning. It deploys all of this in manner that supports

independence and self directed learning

Represents a radical improvement in access, affordability, or quality of education

As discussed the web deliverable nature of the program means it is fully accessible where the

internet reaches. The system is constantly adding new resources, expanding into new

curricula, delivering new tools, new diagnostic tools for teachers, new tools for students to

working collaboratively online. None of this is hamstrung by the need for software upgrades

in schools etc. Mathletics is considerably less than the cost of textbook or a single tutoring

session, it delivers enormous range and depth or resources and well designed curricula.

Provides a seamless way to incorporate advanced functionality requiring little or no faculty, teacher, or learner training to use

As discussed the success of the program indicates it strikes the right balance between

usability and new learning - the learning curve is accessible and provides sufficient ‘pay off’ in

that it tends to ‘stick’ and generate permanent change of practice. A key design principle of

the software is that it provides an efficient and intuitive interface, which is accessible to staff

of all levels of ICT usage and training. The web deliverable nature means that upgrades to

now require technical support of re-installation. New features are always introduced in a way

that does not ‘break’ existing workflow patterns.