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A new online math program is flipping traditional math instruction on its head, doing away with instructions and celebrating mistakes.
Teachers say Struggly, available for at-home or classroom use, is a game changer for K-8 students discouraged by math or having a hard time with traditional tasks because of language barriers or learning disabilities. In game-like tasks aligned with common core standards, students manipulate shapes, animals, and algebraic formulas to build foundational understanding.
The platform’s potential reach is hard to overstate as educators urgently search for ways to address the math learning crisis: On average, only one in four kids are proficient in 8th grade math; the number hovering between 9-14% for Black, Native and Latino children.
In approximately 340 schools across 28 states and 21 countries, Struggly has become the go-to supplemental learning platform for some educators whose students had difficulty socializing or collaborating after missing in-person learning in early childhood during the pandemic. School sites range from gifted programs and large Title I district schools to smaller private schools serving students with special needs and juvenile detention centers.
Tasks, pulling from concepts at times across five grade levels, “put the student in the driver’s seat, don’t make them reliant on any sort of literacy, but also don’t make them rely on an adult to tell them what to do,” said Tanya LaMar, CEO and cofounder, adding its unusual design was intended to “allow all students to have access to math regardless of language, socioeconomic status or any kind of diversity markers.”
Many educators have found the platform via conferences across the U.S. At SXSW EDU, the platform won this year’s Community Choice Award for the Launch Startup Competition, celebrating digital innovations helping to bridge learning gaps.
Levels designed to become more challenging as students go on can be solved multiple ways, encouraging learners to talk to each other about their strategies and challenge common misconceptions that math is more about memorization than reason or logic. The video game-like design, with no time restrictions, also keeps students calm and engaged longer, teachers say.
After using Struggly for one month – 20 minutes, three times a week – 63% improved scores on state tests and 68% felt more engaged in their math classes, according to independent research from WestEd. Teachers have also noticed fewer outbursts and negative self talk, more confidence and less math anxiety.
One district survey revealed students were more likely to agree with statements like, “if I work really hard, I can become very good at math” and to disagree with “people can’t change how good they are at math.”
Struggly was originally imagined by designer Alina Schlaier, whose daughter came home from first grade one day saying, “I hate math.” Schlaier found Stanford math expert Jo Boaler’s resources online, but knowing that it wasn’t sustainable for her to prep each lesson for her daughter, the designer reached out to Boaler with the idea of forming a company that would blend their skills.
Boaler’s then-PhD student Tanya LaMar joined the effort, bringing an educator’s lens to its creation as a former Los Angeles Unified teacher. There, she had faced compounding challenges: teaching math while teaching kids to see math beyond the narrow way they’d been taught it must look – facts, procedures to be memorized.
“Meanwhile, neuroscience research tells us that there’s no such thing as math brain … I felt like I was up against a lot trying to convince my students they could be math people, when struggling in math is seen as a sign that something’s wrong,” LaMar said. “So Struggly is about supporting students to embrace struggle as an integral part of the learning process.”
Such a shift has been transformational for educators like Gregg Bonti, a math group teacher at Mary McDowell, a quaker school in Brooklyn serving students with language-based learning disabilities.
Typically, his 4th and 5th graders arrive with some “resistance to learning and school.” At the start of the year, as soon as something felt challenging, many would shut down or push back on tasks, or start to talk to themselves disparagingly. Many also struggle with impulse control, but the games’ design has helped them “slow down” and “strategize.”
“It’s really rare and challenging for us to find websites that meet students where they’re at with their language skills,” Bonti said. Removing language from the tasks and letting them dive in has “neutralized” the playing field for his students, who come to class with a range of reading abilities.
Since introducing Struggly in December, he’s finding students are more eager to persevere in math tasks and ask each other questions like “what if we tried this?” It’s also helped their teachers distinguish between their conceptual misunderstandings of math versus difficulties with language.
Across the country in California’s central valley, one rural educator has been finding similar impacts.
At Semitropic, a small school of predominantly Latino, multilingual students living in poverty, 3rd grade teacher Jennifer Fields was looking for platforms that would encourage and engage – they felt burnt out by Prodigy, but she needed something standards based.
The first day she introduced it, one student went home and played on their own for three hours. It’s become so desired she can use it as a motivation for them to finish their other in-class work.
Conceptually, it’s helped them grasp onto geometry concepts like manipulation and transformation easier than in traditional workbooks. They’re learning how to better communicate math concepts verbally, something she worried about seeing the difference in this group of children who had the equivalent of Zoom kindergarten.
“That in itself has been my biggest success for the year is the fact that now they will work in cooperative groups with each other … they’re being more verbal and realizing it’s OK to talk about, ‘oh man, I didn’t get it.’ They go find that person and they immediately go to try to help them out instead of just having them just sit there, freak out, suffer and get mad,” she said.
And because the platform is so visually and sonically engaging, teachers are finding it’s helping students learn independence and staying on-task. That has enabled Shelly Anderson, a 4th grade teacher in Salt Lake City, to be able to conduct small groups with students who need more specialized support; the others are able to work on Struggly independently, helping each other, as she provides more individualized attention.
One student, who had a tendency to swear and give up, sometimes leaving the classroom, is now self-regulating his anger and frustration better. He no longer says he “can’t do this” or that “I’m dumb at math,” even during usual instruction.
“It’s just refreshing to have something for the kids to do where they can untether from the teacher more,” Anderson said. “They can start to get some of their own confidence and build their identity as math learners rather than just thinking, ‘well, either I have a math brain or I don’t.’ Everybody has the ability to seek out patterns, look at problems and look at logic.”
Disclosure: The Walton Family Foundation provides support to Struggly and The 74.
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