This Small Business Innovation Research (SBIR) Phase I project proposal explores an innovative approach to improving math problem solving skills using a game-based peer-to-peer mobile learning platform. Mathematics education is struggling in the U.S today. By the time our students reach middle school, many of them are already disengaged with and even afraid of mathematics. Research shows that schools often emphasize low-level procedures over higher order problem-solving skills and learners are taught using a top-down, one-strategy-fits-all approach. However, students bring their own strategies and techniques to problem solving and need opportunities to share these processes and get effective feedback. In Phase I, the firm will prototype a mobile version of a social learning platform that supports a student's thinking and learning process for pre-algebra topics in grades 6-8. The core of the platform is the scaffolded creation, curation and evaluation of multimedia vignettes of a student's thought process. The Phase I research will focus on evaluating this approach and concept framework and developing data mining algorithms required to convert inherently qualitative information into measurable and actionable data.
The broader impact/commercial potential of this project offers tremendous promise for changing math education and engagement both in and out of the classroom. The CueThink platform should help students develop confidence and skills in solving complex problems, refine their math communication and improve their meta-cognition through the review of other students work and equip teachers with real-world examples of multiple learning styles and typical student errors and misconceptions. This enables CueThink to harness a substantial market opportunity for online instructional technology for math both inside and outside the school classroom - $2.4 billion market in 5 years. In addition, the team has identified portable opportunities for their solution in special education and higher education STEM learning, both of which should have a strong positive social impact while offering a huge scale-up potential via new markets. The company team brings to the table a diverse mix of educational, technical and business skills that will be critical to successful commercialization of the proposed math education innovation.
In Phase I we proposed testing the efficacy of a unique game based approach to learning math, using a peer-to peer mobile platform for supporting and enhancing a student’s problem-solving skills. Research shows that U.S. eighth graders spend most of their time in mathematics classrooms practicing procedures and rarely spend time engaged in deep study of mathematical concepts. To reverse this trend, the Math Common Core State Standards, adopted by 48 states for teaching and assessment, emphasizes the need to improve students’ higher order skills by helping them make sense of problems, construct viable arguments and critique the reasoning of others. Schools are struggling to align their curriculum to these new Math standards and are trying to meet the mandates without a lot of time, training or guidance. We also found that many schools are at an inflexion point with regard to technology access. Over 400,000 students in schools across the nation now use a laptop or tablet right at their individual desk. This emerging trend - called the 1:1 initiative - is expected to grow and reach 2 million students in less than a year, replacing traditional textbooks with a more interactive, customized and adaptive curriculum. Schools do not want "another Math product that simply illustrated a math concept and expected students to respond via multiple-choice questions." They are looking for solutions that fostered 21st century skills also known as the 4 Cs - Critical thinking, Collaboration, Communication and Creativity. During this phase, we developed our mobile app to fulfill both these urgent needs. The core of our app is the creation, curation and evaluation of "thinklets" – multimedia vignettes of a student’s problem solving strategies. For the novice student, we provided structure and support, guiding them through the process of problem solving. For the expert student, we gave them an opportunity to showcase what they know as well as mentor other students. We aligned our content to the Common Core Standards and our features supported the highest level of SAMR (Substitution, Augmentation, Modification, Redefinition) model of technology learning. In designing the application, we leveraged activities that students enjoyed doing outside of school – interacting with friends via social networks, creating and publishing content and playing social and online games – and incorporated those paradigms into the product to create a rich, engaging and interactive learning experience. We then piloted the application in 3 diverse schools with grade 5-8 students. 40 students participated in the study. Over 90% said they would use the product again and 80% said they preferred our product to paper-and-pencil assignment. The engagement was high across all three classrooms and students provided several useful suggestions for improving the product. Our vision is to build a platform where students can develop systematic problem-solving skills, share and learn from peers "just like me", improve math language and expression and build a rich portfolio of strategies. Furthermore, our approach to problem solving has the potential to offer unique solutions to several different markets both nationally and internationally.
