TELFORD, PA—Souderton Area School District’s Vernfield Elementary has a digital newspaper run by eager students and an amazing teacher, Cindy Edgar.
Young authors (l to r) Tyler Lutz, Connor Klock, Brycen Clarke
Recently, three fourth-grade students—Brycen Clarke, Connor Klock and Tyler Lutz—asked to interview one of the school’s biggest First In Math proponents, Vernfield Elementary Technology Teacher & Integration Coach Jennifer Kling, to discuss the program.
“It is a simple article, but it is not hard to imagine how proud and invested these boys are about the content,” says Kling. “They are truly inspired to be journalists, and they want to spread the good news about how First in Math can help all students.”
“We hope that everyone liked the article, and that everyone at First In Math knows how much Vernfield students appreciate the luxury of being able experience deep practice with their First in Math subscriptions,” says Edgar, who teaches third grade.
First In Math creator, Robert Sun, says he is thankful for energetic educators like Edgar and Kling—the latter a long-time, avid supporter of First In Math. “I admire her work building high levels of math achievement with her students over the years.”
Enjoy their story, below, reprinted with permission:
First In Math
By Brycen Clarke, Connor Klock, Tyler Lutz
Do you want to learn about First in Math? You will find out in this article!
We sat down with Mrs. Kling to ask her about First in Math. The inventor of First in Math is Robert Sun who also created the math game 24®. He believes math is patterns and it is important how a number connects with other numbers. The First in Math Online Program is used by more than 10 million students in the United States and other countries too!
During the beginning of October, our school, Vernfield Elementary, was in 38th place in the whole state of Pennsylvania. First place in the state was St. Laurence School. The average stickers per student in St. Laurence School was 4,472. Will Stover, a fifth-grade student in our school was ranked 45th in our state. Way to go Will! The top player in the nation in early October earned 37,568 points [stickers] and is from San Diego, California.
Part One of this article discussed factors that contribute to an important issue facing educators: studies show that up to 90% of what students are taught in school may be forgotten in as little as 30 days.
In his book, Why Don’t Students Like School, Daniel Willingham discusses how humans have evolved a way to get around limitations in working memory capacity. Through repeated practice, our brains turn procedures into loops that become automatic and are stored in our long-term memory. Only when skills become automatic can they can be called upon and executed without taxing our working memory.To comprehend how and why students have such a low rate of retention—and how we can prevent it—we must recognize that new learning builds upon a scaffolding of old mastery, and nowhere is this more critical than in mathematics.
“Each unique module on the First In Math site is specifically designed to provide automaticity in the basics—at each level. With their skills stored in long-term memory, students can build upon that mastery, and find new approaches to problem solving,” explains First In Math creator Robert Sun.
While educators agree that the best way to achieve mastery is through practice, many of them would also agree that they simply do not have time to supervise that practice. According to Suntex Executive Vice President Nan Ronis, they don’t have to. “First In Math’s robust assessment features make it easy to see whether a student’s foundation of skills is adequate for the current curriculum.”
According to Ronis, scalable assessment tools—such as the FIM Goals Index—make it easy to gauge solidification of the scaffolding children have established by a certain point in time. Teachers can then interact with their students, if needed, and offer a risk-free way to quickly fill in any missing skills through targeted practice activities on the First In Math site.
The site also provides students with individualized MY GOALS, TEAM GOALS and SCHOOL GOALS pages that encourage independent review and motivate students to ‘level-up’ within the program. “Self-assessment is very effective once children comprehend that they need to build upon each skill they learn, explains former teacher and current FIM Implementation Specialist Monica Patel.
“In this, educators and parents must play a larger role,” says Patel. It is our duty to constantly remind students that their job is to become problem-solvers, and not just be memorizers of facts for the short term. It is important that we show children how each little achievement today will help them succeed in an even bigger way tomorrow.”
Every teacher—and every parent for that matter—has seen it. The student who explained a geometry concept in class yesterday is panicking during today’s review of the very same topic. The young woman who completed her homework easily last week is completely confused this week.
How do students forget new skills so soon after they are taught?
In a recent article that appeared in Education Week’s online edition, Nicole Smith brings focus to the problem. “Whether it is a student who is struggling with remembering new knowledge or applying old knowledge, the problem is the same. New learning is heavily dependent upon old mastery, and quite often students are unable to access prior knowledge in order to move forward in their learning.”
“The best way to achieve mastery is through practice, but that is something students are often reluctant to do where math is concerned,” explains First In Math creator Robert Sun. “In basketball, when we shoot a free-throw and miss, the feedback through our physical senses is immediate, and we make mental and physical adjustments before our next try. When a child is solving mathematics problems alone at home or on a worksheet in class, there isn’t any built-in feedback, and not much active learning. Math can quickly become a meaningless, boring undertaking for many students.”
In contrast, First In Math’s digital gaming modules encourage students to practice the way they willingly do for sports and other activities. “As a gaming-based practice program with short cycles of play, First In Math provides the lively interaction and instant feedback students crave, along with the amount of Deep Practice necessary for skill retention, according to Sun. “Students learn by repeating, reassessing and fine-tuning skills, and are able to continually analyze and internalize new approaches to problem solving.”
“Young minds must be able to build pathways of memory, and the only way to really do this is through creative, interactive repetition,” says former teacher and current FIM Implementation Specialist Monica Patel, who explains that practice—at three times the amount of instruction time—is necessary for students to master new math skills.
“This is where a comprehensive math-practice tool like First In Math is essential—there is simply nothing like it.”
Look for Part Two, to be published December 6, 2016.
EASTON, PA—Social media tools such as Twitter and Facebook have become a part of everyday life for most people—including educators—who recognize social media as a great way to celebrate student success, promote school goals, and communicate with other education professionals.
To paraphrase Wikipedia, social media “are computer-mediated technologies that allow individuals, companies, governments, and organizations to view, create and share information, ideas and interests via virtual communities and networks.”
First In Math Coordinator Nancy Kane (@Kane19Kane) believes it is that, and more. “Social media is one way educators can instantly connect with all of us at First In Math,” says Kane. “When we see a post on one of the First In Math® or 24® Game social media accounts about what a student, class or school has accomplished, it is really exciting, and we love to share their good news.”
Suntex President and FIM creator Robert Sun (@RobertSun24) employs social media to monitor what teachers and other educators around the globe are thinking and doing, in real-time. In addition to social media channels, Sun has allowed his perspectives on education to be published in leading media outlets, such as The Huffington Post, National Council of Supervisors of Mathematics Newsletter, eSchool News and The London Economic. Follow Sun’s Huffington Post articles
“We are excited to use tools such as Twitter and Facebook to communicate ideas and exchange information that may help and benefit our audience, because we feel it is extremely important to get teachers, parents and students talking about math,” says FIM Implementation Specialist Monica Patel (@AboutImpact).
Patel says that her desire to share ideas is strong but a busy schedule often interferes—making the spontaneity of social media a perfect solution. “If you have news or a math-related topic you’d like to discuss, it takes just a moment to get that conversation started.”
Follow First In Math® on Twitter: @FirstInMath
Follow First In Math® on Facebook: FIM-Facebook
Follow 24® Game on Twitter: @24game
EASTON, PA—In homes, libraries and at schools large and small, students across the nation have helped the First In Math online program achieve another amazing milestone—20 BILLION math problems solved!
First In Math creator Robert Sun was thrilled to see the total reach 20 billion at approximately 9 PM east-coast time on November 9th—and proud to know that the digital-gaming tool he launched in 2002 is clearly popular with students and teachers now more than ever.
Nearly 47% of time spent practicing math on the First In Math site occurs voluntarily, during after-school hours, and Sun believes it is because FIM allows each child to discover his or her ideal entry point to active learning. “In preserving a child’s ability to choose and explore, First In Math is able to offer content that contains real rigor within a framework that is not intimidating. This distinguishes us from all other math programs.”
At every skill level, First In Math modules are designed to reinforce mastery of basic facts, decimals, fractions, integers, exponents, variables and order of operations. Many introduce principles of Algebra—even at the K, 1 and 2 levels. Early introduction leads to enthusiasm and, according to Sun, is what brought students across the 20 BILLION threshold. “ALL students can become their own generators of energy and have passion for learning—given the right environment.”
BETHLEHEM, PA—Suntex International, parent company of the First In Math® Online Program, is partnering with the Bethlehem Area School District (BASD) to conduct a three-year analysis of student gains in fact fluency. The study will focus on automaticity with math facts, as well as fluency in mental math for adding and subtracting double-digit numbers.
In August, First In Math creator, Robert Sun, and Implementation Specialist, Monica Patel, participated in District PD sessions to present an overview of the program to third-grade teachers. The team detailed a new, premium-content feature known as the VIFs™ system.
VIFs, short for Very Important Facts™, is the quickest path to fact fluency, according to Sun. “Too many students find math difficult—and may even get left behind—simply because they do not achieve basic fact-fluency by third grade.” Combining short instructional videos with digital games, the VIFs system helps students become automatic with basic facts, better preparing them for higher-level math.
The end goal of the District is for students to be able to add and subtract double-digit numbers using mental math by the end of third grade. In Year One, 70% of students completing third grade will be expected to demonstrate proficiency in adding and subtracting double-digit numbers. In Year Two the goal is 80%, and the Year Three benchmark is 90% of students leaving third grade. Students are considered proficient if they complete both the VIFs Add and Subtract modules.
All BASD schools and grades will have access to the VIFs, but only third-grade data will be analyzed. The district will also assess PSSA scores over the same three-year period.
“Meetings will be scheduled with BASD teachers and principals to get feedback, and we will visit schools on a regular basis to both train and observe the students working in VIFs, says Patel.
BETHLEHEM, PA—Schools who are already a part of the First In Math family are aware that it builds and reinforces a wide range of math skills through the power of digital gaming. They also know that the program fosters unparalleled student engagement when compared to other online math resources. But they may not know that new, premium content is available for subscribers: the VIFs™ system.
Teacher John Phillips and his third grade class at Marvine Elementary were among the first to try the new VIFs™ system. photo ©John Phillips
VIFs—short for Very Important Facts™—is the quickest path to fact fluency. Using clear, concise instructional videos integrated with digital games, the VIFs system helps students become automatic with basic facts, better preparing them for higher-level math.
“Too many students find math difficult, and may even get left behind, because they do not achieve basic fact-fluency early-on,” according to First In Math creator Robert Sun.
Sun, who did extensive research before designing the new module, describes it this way: “The best athletes have their basic moves down cold, virtually automatic, freeing their conscious mind to approach their game at a higher level. It’s the same with math: students need to become automatic with basic facts.”
“The VIFs™ system is an efficient way to master basic facts in all four operations, helping students uncover the 16 facts they need to know from memory,” says Sun. “Once this foundation is built, students will learn how to decompose numbers and discover a straightforward way to add and subtract numbers—even double digits.”
“VIFs may sound like a short cut, and in many ways it is,” explains FIM Implementation Specialist Monica Patel. “The unique three-tier system isolates essential rules and fundamentals that students must master to develop automaticity—instead of the hundreds of facts they are typically expected to memorize—but they’re still learning everything they need to know.”
VIFs short instruct/play/feedback loops help students learn to perform mental math with automaticity, according to Sun. “A short cycle of play is very important. It syncs with the way today’s student consumes information and executes tasks. Most of all, it gives the moment-to-moment feedback and reward children so desperately crave.”
The optional VIFs system is available to schools that select First In Math to provide the practice their students need to succeed in math. There is one annual, fixed site-license cost per school for both the Add and Subtract modules.
In addition to VIFs, First In Math still offers ALL of the great modules schools know and love: Practice GYMs to build fact fluency with whole numbers, fractions, decimals, & integers; Know & Show activities to target specific grade-level practice in solving word problems and an incredible variety of activities that incorporate Deep Practice techniques to reinforce essential math skills.
MALVERN, PA—Sister Georgiana Connell I.H.M. has spent her whole life serving others, so it is no surprise that when she found herself unpacking her suitcase at Camilla Hall, a Convent home & healthcare center for Sisters, Servants of the Immaculate Heart of Mary, her first thought was “what can I do to help others while I am here?”
Left: Sister Marie Isabell listens intently as “Sister G” talks tech. Right: The Friday class always looks forward to their First In Math time.
Sister Georgiana teaches grades K through 4 Spanish at Sacred Heart School in Lancaster, PA. She is also Sacred Heart’s First In Math® Online Program coordinator, and has helped the tiny school become very successful on a national level, often placing among the National Top Ten Schools in the Small School category. She also plays, and was ranked 14th in the nation among all participating Educators in 2016.
While at Camilla Hall to rehabilitate a foot injury, she encouraged Sacred Heart students and teachers from a distance, but wanted to do more. “Camilla is blessed with dedicated employees who give their all for the Sisters, and they inspired me to help motivate some of the permanent residents in one of the best ways I know—through the First In Math program,” says Sr. Georgiana.
She got permission to use the laptop cart, and began regular classes every Friday to introduce and use the First In Math program. In addition to residents, some of the Sisters who work at Camilla Hall also joined the fun. Participants range in age from 50 to 90 years old.
Slowly, everyone noticed something magical was happening. First In Math became a topic of spirited discussion at lunch, or at other times when groups were gathered together. “Sisters like reviewing the math concepts as well as learning new things about computers,” according to Sr. Georgiana. “They’re having fun, and it has helped them develop another common bond.” The program became so popular that some Sisters were gifted new iPads so they could use the website whenever they wanted.
"It is a great joy to watch young students gain confidence as they learn, and it is the same here—age is irrelevant, everyone can learn," says Sister Georgiana. “First In Math is a perfect platform for any educational setting, because it’s not just the complete spectrum of math skills, the activities improve critical thinking, encourage creativity and keep the mind sharp.”
“Whether a person is 9 or 90, they are able to choose games that they can relate to, and this helps them master the skills they need,” explains Sister Georgiana. “Plus, First In Math’s friendly competition creates a wonderful camaraderie that can be invaluable—perhaps even priceless—in situations like this, as well as in the classroom.”
First In Math creator, Robert Sun, a long-time supporter of Sister Georgiana, sent a balloon bouquet along with his encouragement. “As a child, I was welcomed and supported by the Sisters of the IHM at St. Francis DeSales School in West Philadelphia, and they had a significant impact on my life and the direction I took in my career. I am so happy and proud to be in the position to continue to encourage this effort.”
Sister Georgiana returned to school in September, and says leaving Camilla Hall in July was bittersweet. But there is a plan in place. “Sister Pat Cabrey and Sister Barbara Bamberger are now coordinating the program and will continue with their own FIM Teams,” according to First In Math Project Coordinator Nancy Kane, who verified that Sun has donated licenses for two Camilla Hall Teams.
“Bringing First In Math to students around the world has been very rewarding—this opportunity to spread some excitement and challenge to the Sisters at Camilla Hall brings the feeling to a new level,” says Sun. “I truly appreciate all of the hard work, dedication and commitment these wonderful people bring to the lives of others.”
WESTON, FL—For the fourth straight year, students from Manatee Bay Elementary School in Weston, FL have secured a First In Math® Online Program National Championship.
Caption: The Top Ten players in the school, along with Principal Heather Hedman-DeVaughn, bottom right. Back row, far left: FIM rep Mark Losey and Gigi Forsman, Broward County's Elementary Math Supervisor—far right is Laurie Rich Levinson, School Board of Broward County member. Far right middle row, former student Janae Bell.
In the All Schools National Ranking, the Top 100 Students at Manatee Bay averaged 17,660 Stickers per student, breaking the record they set last year of 17,158 stickers per student.
In addition, Mantee Bay had four teams among the Top Ten Teams in the Nation, All Grades: Alive71fl - Team Leader Annejeanette Washington (3rd); Silk43fl - Team Leader Samuel Allison (4th); Flair97fl - Team Leader Lisa Weingartner (7th) and Skill47fl - Team Leader Lisa Leider (10th).
Principal Heather Hedman-DeVaughn—a driving force for First In Math success at Manatee Bay—is understandably proud. "My message to students was to see and feel the power of when individuals get together for a common purpose. They have proved that individually we can do great things—but collectively we can do even more! I am so proud of them and so fortunate to have teachers who lead and encourage this kind of life changing success."
Long-time First In Math Florida representative Mark Losey has been to the Broward County school several times, but this visit left him even more impressed. “My word for Manatee Bay is persistent,” says Losey. “They just don’t give up on a goal.”
According to Losey, the entire Manatee Bay community exhibits what FIM creator Robert Sun likes to call ‘Social Math’ at it's finest. “Through First In Math, and with the guidance of some amazing educators, these students have been practicing the four C's that lead to 21st-Century skill acquisition all year long,” says Losey.
Losey spells out the four C’s as: “COMMUNICATING together to encourage and lend guidance, COLLABORATING to maximize progress for each minute invested, CRITICAL THINKING and solving problems—not just with math but with time constraints, access constraints, naysayers, and any other inhibitors keeping them from their ultimate goal—and last but not least, CREATIVITY, including developing advanced strategies to keep excitement and the energy level high all year to reach a goal.”
In addition to Losey, there was also a surprise guest. Janae Bell was in fifth grade when Manatee Bay initially brought in the First in Math program. This fall she will begin her sophomore year at Harvard. “Janae attributed her First in Math experience as one that helped lead her to such a high level of success—that means a lot to all of us,” says Losey.
Lisa Weingartner was Bell’s fifth-grade teacher, and remains an active advocate for First In Math, leading one of this year’s top four teams in the nation.
HOUSTON, TX—Wilson Academy, part of the Aldine Independent School District, is proud to be home to the top-ranked First In Math team, among all sixth-grade teams, in Texas. They are also ranked 24th nationally at the sixth-grade level.
Left to right: Sixth-grade Math Teacher and First in Math Team Leader Monica Leija; Christina Duong; Johnny Ho; Renny Hoang and Principal Dana Baker.
“I couldn’t wait to share the news and celebrate our sixth grade First In Math State Champions,” says proud sixth-grade math Teacher Monica Leija. “I am very excited about what these students have accomplished.“ The team averaged 7,885 Stickers per student.
“I want to especially congratulate the top three scorers on the 'ACE75TX' Championship team—who were also the top three players in the state: Johnny Ho (19,270 stickers), Christina Duong (18,866 stickers) and Renny Hoang (18,750 stickers),” says Leija. “These were their totals at the end of April, but I am happy to report that these students are continuing to achieve and earn more stickers.”
Uwe Langhammer, Wilson Instructional Technology Specialist, is excited about what all of the students have accomplished. “Wilson students solved more than THREE MILLION math problems during the FIM competition on their way to becoming the top-ranked intermediate school in Texas.”
First In Math Texas representative Tony Morrow monitored the school’s progress and stayed in contact throughout the year. “Many thanks to Tony, his constant support during the year was a big help,” says Langhammer.
Wilson Academy is an International Baccalaureate (IB) school. Founded in 1968, the IB is a program of international education “designed to help students develop intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world.”
KING OF PRUSSIA, PA—It is always a thrill to highlight positive inroads to math education made by schools and districts that implement First In Math, and Upper Merion Area School District is one such example.
Meridith McKee’s 1st grade class at Caley Elementary School.
“Our students are loving First in Math,” says Sean W. Gardiner, Ed.D., Director of STEM Education Curriculum and Instruction for the Upper Merion Area School District. “During one of our recent 4th grade Variety Shows, a student listed First in Math as one of her hobbies. Pretty cool!”
Gardiner says enthusiasm for First In Math is high among teachers and parents, as well. One teacher described her feeling for the First In Math program very succinctly: “Overwhelmingly positive.” In fact, Gardiner relayed so many wonderful teacher comments that we decided to share them with you, as-is!
“I absolutely love First in Math. My kids started the year (based on my SLO) averaging 0/20 known multiplication facts. Based on their January SLO assessment they are now averaging 17/20. I attribute this directly to First in Math. Overall I love the program, how the kids are progressing, and the direct correlation it has with mastering the basic facts.”
“First in Math has been great for my students. It provides review/practice of many different concepts. I like the Player of a Day, and so do my students—they ask me every morning who the Player of the Day is but they already know, because they are checking every morning before school!”
“The kids seem to really enjoy it. We have played it during our computer time and they all get excited about earning stickers. It's nice to see them enthusiastic while doing math! In the past, there have always been some kids who complain about websites—but I haven't had one complaint yet.”
“The program is great fun for students and leaves a positive taste about ‘math’ in their mouths. Good for both reinforcement and extension.”
“The kids really love it. I love that they are practicing their facts for later problem solving.”
“My 5th graders are obsessed with First In Math, and they get excited about being one of the top classes.”
“I really like using First in Math in class. Even when I don't assign it, students will choose to play. I like that they can play a game quickly, or spend more time on other games depending on how much time they have.”
“I began to show them how I can see what areas they have practiced and mastered—which was exciting. It is also a great tool to be able to show them how to challenge themselves. They do gravitate to where they feel confident, but they are starting to branch out.”
“Most of the students in my classroom seem to really love First in Math. It seems to be motivating to them and it seems like it is holding their interest.”
“I use First in Math mostly as a warm-up activity for the skill deficits that I see in the students. They spend a lot of time in the integers and fractions sections now to bolster their basic skills.”
See More Articles in the News Archive