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The Math Learning Center Blog

Knowledge and Skills Pre-Check
Mike Wallus, Director of Educator Support

Recently, we released tech-enhanced activities (TEAs), tasks and activities based on Bridges in Mathematics Second Edition curriculum that have been adapted for use in synchronous or asynchronous environments. As Bridges teachers begin to explore TEAs, they are asking some important questions. 

  • What is the purpose of the TEAs?

  • How can I use the TEAs in my situation?

Nicole Rigelman, Chief Academic Officer and Patrick Vennebush, Chief Learning Officer

As the school year begins, students, educators, and schools face numerous challenges. One of these challenges is how to handle assessment. We’ve received variations of the following question from many Bridges educators in recent weeks:

How can we effectively assess students in a remote learning environment?
Mike Wallus, Director of Educator Support

We are offering a number of new professional development opportunities this fall.

Cynthia Hockman-Chupp, Curriculum Specialist

In Part 1 of our series on Digital Work Places, we considered how students might use these tools in an asynchronous environment or when partner work isn’t possible. When social distancing ceases to be a focus of concern, students will be able to pair up and work on a single device to play a game, much as they would with a real game board, spinner, or card deck. Until that day arrives, teachers are finding new ways to think about gameplay, even

Cynthia Hockman-Chupp, Curriculum Specialist

Work Places play a critical role for students, providing skills practice with engaging, developmentally appropriate games, independent activities, or more open-ended partner work. Cognizant of the key role they play, and responding to requests from Bridges teachers, MLC has created Digital Work Places, versions of the Digital Display Materials that students can use on their own computers or tablets.

In a two-part blog series, we will explore how these new digital tools might be used during either synchronous or asynchronous instruction, with or without partners. Let’s begin by considering how the Digital Work Places might be used when opportunities for face-to-face interaction are limited.

Mike Wallus, Director of Educator Support

Needless to say, we have received many questions related to instruction for the 2020–21 school year:

  • Should I adjust the Bridges Scope and Sequence to address my students’ needs? If so, how?
  • What Bridges resources should I use to address these needs?
  • What changes can I make regarding hygiene and social distancing?

Cynthia Hockman-Chupp, Special Advisor

As each new school year begins, teachers consider how to help students build confidence with the tools and manipulatives they will use throughout the year. In Work Places, for example, we allow students to explore materials like Unifix cubes, pattern blocks, and dominoes before they use them in actual gameplay. In this relaxed setting, students generate interest and excitement in classroom resources while they investigate materials and establish norms for their use and care.

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