It all started in New Zealand, ten years ago, where Jay first experienced the power of Mathletics. While in its early years, Jay introduced his high school math department to Mathletics. From in school competitions to sharing his learnings with the teaching staff and community, Jay was a natural born Mathletics Lead Educator.
10 years later and an international move back to Canada, Jay once again finds himself leading the Mathletics charge as the District Numeracy Support Teacher for Kindergarten to Grade 12, for the school district of Mystery Lake, in Thompson, Manitoba. In his position, Jay is driving the district’s numeracy goal to engage student learning and improvement from that level of engagement. Mathletics has become one of the tools used to ignite the love of learning in his teaching community. Through professional development activities, Jay has focussed on developing fluency in mathematics pedagogy including embedding Mathletics as an instructional tool and for practise.
Over the course of his two years with Mystery Lake, Jay has evolved teaching and evaluation strategies, with Mathletics capabilities. Teachers are using test scores in Mathletics as part of the overall unit test results, evaluating skills. Along with assessments and open-ended project based questions, teachers are able to assess using a triangular data model.
Qualitative equally important, Jay is passionate about implementing recognition strategies with teachers and students, alike. To keep students motivated, competitions are facilitated organically by schools with a focus on intrinsic rewards. Verbal encouragement retains positive reinforcement. Teachers vocalize excitement around points, medals and improvement to students. “Achieving 60% is better than 50% and a congratulations is more meaningful than candies or chocolate”.
Next school year, Jay will be taking teachers deeper into the resource. Jay is also hoping to consult on future curriculum activity development and virtual manipulatives within activities.