Ms. Espinosa utilizes Mathspace both in her homeroom first period and advisory last period. Students at Ms. Espinosa’s school have a state math exam that they are required to pass to graduate. Ms. Espinosa utilizes these periods with students to provide extra time to work on objectives that students are struggling with that are aligned to the state exam. During her departmental common planning time, Ms. Espinosa gets feedback and data from students’ math teachers on specific objectives that they are struggling with to help guide her planning for these periods. 

Homeroom/Advisory:

Ms. Espinosa has gathered data about the students in her homeroom and advisory and has grouped them into classes in Mathspace according to common needs. For example: there are several students in both Ms. Espinosa’s homeroom and advisory that struggle with graphing linear equations. She created a class for them in Mathspace and has called it “Blue Sharks.” She knows that her sharks need the most work with linear equations. 

Once her students are grouped into classes, Ms. Espinosa assigns a fast-track task to each class to gather more specific data on her students. The fast-track is an ideal diagnostic for each objective to give her a quick snapshot of each student’s understanding across different subtopics. 

Once students complete the fast track-task, Ms. Espinosa goes into her teacher “planner” page to look at the data. The questions in the fast-track adapt based on how students did so Ms. Espinosa is able to uncover a lot of information about the strengths and weaknesses of her students with this short test. 

Ms. Espinosa uses her fast-track data to create a playlist of adaptive tasks for students to work on during homeroom and advisory. 

Ms. Espinosa’s students are very familiar with their routine during homeroom/advisory; they know to grab a laptop and immediately log into Mathspace as Ms. Espinosa takes attendance. 

They are able to see their playlist and choose which tasks they want to work on during the period, supplementing and strengthening the work they are doing with their math teachers in math class and helping them prepare for the exam at the end of the year. 

Ms. Espinosa uses the leaderboard and the points students accumulate to monitor their usage and provide incentives. 

Often, Ms. Espinosa will run contests for the student/class/period that has the most usage points and reward them with donuts, extra free time, or even a movie day in advisory at the end of the quarter.

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