DreamBox Math also supports Nechamkin’s approach to teaching math. Students should do some discovery, rather than just completing a set series of problems. The value of discovery is that students can construct their own understanding and knowledge through their experiences and reflections. This approach leads to greater student engagement. During hybrid/remote learning, the district experienced a shortage of substitute teachers, and DreamBox Math helped fill in the gaps when students finish their classwork. Not long ago Nechamkin was in a history class. The students finished their assignments early, so she asked them if they would rather read or use DreamBox Math. They chose the latter. “It’s great that they can log in to DreamBox Math and start learning right away.” she says.

The three junior high schools using DreamBox Math have each adopted their own model. Teachers typically give students time on the math program during enrichment sessions, or when there is extra time in a class, in addition to using it as an intervention tool. DreamBox Math enhances classroom instruction and is an ideal tool for all learners because it meets them where they are and helps them advance in the way they learn best.

Kris Chesnut, a math teacher in Wylie’s Cooper Junior High, uses DreamBox Math as a homework tool for both remote and in-class students, with a goal of five lessons per week per student. It’s also useful as an intervention tool for students who need additional support.

“After sharing the simple approach to DreamBox Math lessons, my students were pleased with the length of the assignments and enjoyed the hands-on manipulatives.” he says.

“And I can definitely see better results in class from my students who are avid DreamBox users. One of my favorite things to hear when introducing a new topic is the kids saying, ‘Oh we already did this in DreamBox.’ It’s nice that some topics are already introduced to them, and I can spend more time either reinforcing or extending the lesson.”