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Curriculum

How was LoveMath™ created?

Created by our in-house certified teachers, LoveMath™ uses several adaptive, research-based approaches to math instruction.

Scaffolding Content

Scaffolding Content

LoveMath™ curriculum was built and developed by identifying and sequencing essential skills and concepts to teach math content. Research has indicated that scaffolding content benefits all students, particularly those with learning disabilities and in special education (Gersten, 1998), and those whose second language is English. (Hiebert & Carpenter, 1992; Hiebert et al., 1997), (Kame’enui et al., 2002), (Grouws & Cebulla, 2000)

Explicit Instruction

Explicit Instruction

LoveMath™’s instructional approach follows an explicit concrete-to-representational-to-abstract sequence which is a proven pedagogical strategy for introducing and building math knowledge (Witzel, Mercer, & Miller, 2003). This approach allows students to develop understanding, learn concepts, observe relationships and make connections between what they know and new math skills. (NMAP, 2008; NCTM, 2007; Hall, 2002; Adams & Englemann, 1996)

Multiple Strategies

Multiple Strategies

LoveMath™ deploys multiple strategies in offering math knowledge acquisition, such as modeling with manipulatives (Sabean & Bavaria, 2005; Sowell, 1989), presenting ideas through literature, and discussing math concepts in real day terms. (Ball et al., 2005; Tomlinson, 1999), (NMAP, 2008; Ozgun-Koca, 1998; Goldin, 2000; McArthur et al., 1988; Yerushalmy, 1991)

Gradual Release

Gradual Release

All LoveMath™ lessons begins with teacher modeling – Instruction, moves to guided paired practice – Practice, and ends with a student completing work independently – Quiz. Research concludes that optimal learning is achieved when students move through phases of dependence to independence through a gradual release of responsibility model of instruction. (Routman, 2003)

Student Interaction

Student Interaction

The ENGAGE component of LoveMath™ allows students to share with their peers and the teacher their thoughts, reasoning and problem solving strategies. This creates opportunities for the students to benefit from collaborative learning and self-reflection in developing mathematical reasoning skills. (Hanna & Yackel, 2000; Chapin et al., 2003), (Fuchs et al., 1997) Meaningful Practice

Meaningful Practice

Meaningful Practice

In the LEARN component, practice problems with feedback provide students with opportunities to strengthen and reinforce their learning and maximize their success. The problem difficulty adapts to the student’s responses to ensure complete skill acquisition and ease frustration. Practice that focuses on building conceptual understanding related to skills and procedures helps students gain a deeper understanding of a topic (Marzano et al., 2000). Research shows that repeated practice and application are essential for students to attain higher levels of competence (Newell & Rosenbloom, 1981; Gee, 2003; Marzano, 2002; Pressley, 1995).

Vocabulary and Language

Vocabulary and Language

In the Instruction section of each LoveMath™ lesson, vocabulary terms are introduced and reinforced to students to help them articulate mathematical thinking coherently and precisely. When students receive direct instruction in mathematics vocabulary, they are more successful at solving math problems (Marzano, 2002; Allen, 1988; Ball et al., 2005). Direct vocabulary instruction alleviates confusion about the precise meaning of mathematical words (Raiker, 2002; Shuard & Rothery, 1984).

Assessment and Differentiation

Assessment and Differentiation

LoveMath™ includes a Pre-Assessment to place the student in the curriculum where they have the maximum opportunity to be successful in acquiring new math knowledge and skills. The teacher dashboard is a powerful tool which provides rich data for differentiated instruction to ensure that the needs of all students are met. Providing teachers with specific information about how each student is performing consistently enhances students’ mathematics achievement (NMAP, 2008; Baker et al., 2002).

Is this more work for me as a teacher?

No, the LoveMath™ application is a flexible tool that teachers can use as a supplement or as a complement to their math curriculum. The adaptive math curriculum engages students with animation and gamified features and provides teachers with real-time actionable data to assist with differentiated instruction and personalized learning.

“The beauty of LoveMath™ is that it is an effective classroom tool that reaches every child and personalizes their math education.” Dr. Kelley Waldron, Head of Lower School, St. Andrew’s School

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Adaptive Math Curriculum School Pilot

View the adaptive math curriculum scope by grade:
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade

View the entire LoveMath™ Scope and Adaptive Math Curriculum by grade, which was built to meet and exceed national and state standards.

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