During the pandemic, the math skills of many elementary school students have dropped significantly. In the coming school year, educators are faced with the challenge of helping students both regain skills and learn new material. The latest thinking on how to help students who have lost math skills during the COVID year is to accelerate instruction rather than hold back. Guidance from the US Department of Education is to move ahead with gradelevel math instruction, but include new strategies for learning where students show deficits. Brick Math is the perfect solution for teachers and schools looking for a way to help students whose math skills have faltered in the past year. The K – 6th grade program uses LEGO bricks to model math, an innovative approach that helps students quickly learn mathematic basics that range from Counting through Advanced Geometry. Since the program is modular, it can be brought in to address specific learning deficits a student may have. For example, if a teacher finds that a student missed out on learning decimals last year, the Brick Math program of instruction for Decimals will help that student move back up to grade level work quickly. Here’s how Brick Math can help a student who has lost math skills over the past year: 1. Determine what area of math the student is having trouble with (for example, understanding decimals). 2. Bring in the Brick Math subject area as needed (in the example, use the methods in the Decimals Teacher and Student books). The program focuses on helping the student quickly understand and master the topic. 3. Now the student is ready to rejoin the whole class in gradelevel math. Brick Math is a K6 math curriculum that uses LEGO® bricks to model 11 different math subjects: Counting, Addition, Subtraction, Multiplication, Division, Basic Fractions, Basic Measurement, Fraction Multiplication, Fraction Division, Advanced Measurement and Geometry, and Decimals. It works well for homeschooling, math intervention, enrichment, and as a wholeschool program. Materials are simple and affordable.
If you teach math or have a student at home who is learning math, check brickmath.com. The website includes videos for both teacher training and direct instruction of students. You can learn more about how Brick Math improves student math test scores and hear what people who are using Brick Math have to say about the program.
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Acclaimed science writer Annie Murphy Paul wrote about the tremendous value in solving problems using real, 3D objects in the New York Times Sunday, June 13. It’s so applicable to Brick Math, we just had to quote a little of the article: “Threedimensional space offers additional opportunities for offloading mental work and enhancing the brain’s powers. When we turn a problem to be solved into a physical object that we can interact with, we activate the robust spatial abilities that allow us to navigate through realworld landscapes. This suite of human strengths, honed over eons of evolution, is wasted when we sit still and think. “This holds true for a wide variety of problem types — including basic arithmetic, complex reasoning, planning and challenges that require creative insight. People who are permitted to manipulate concrete tokens representing elements of the problem to be solved bear less of a cognitive load and enjoy increased working memory. They learn more and are better able to transfer their learning to new situations. They are less likely to engage in symbol pushing, or moving numbers and words around in the absence of understanding. They are more motivated and engaged and experience less anxiety. They even arrive at correct answers more quickly.” [italics and boldface are ours] This is the essence of the Brick Math method. Students model K – 6th grade math problems using LEGO bricks, and in doing so, they activate their brains and really learn what the math means. Imagine building this brick model of dividing 24 by 6: The brick model demonstrates the concept of dividing a set of 24 into 4 sets of 6. Using the 3D bricks to model the problem helps a student, in the words of writer Paul, "navigate through realworld landscapes." Students put this another way: "I can SEE the math!" Later, the teacher introduces the number sentence 24 ÷ 6 = 4 so students learn how to write the problem using numerals. This problem is from Division Using LEGO® Bricks. Brick Math methods are based on learning theory from a number of leading experts. The program has been tested on students and shown to improve how well they learn math. Brick Math is a K6 math curriculum that uses LEGO® bricks to model 11 different math subjects: Counting, Addition, Subtraction, Multiplication, Division, Basic Fractions, Basic Measurement, Fraction Multiplication, Fraction Division, Advanced Measurement and Geometry, and Decimals. It works well for homeschooling, math intervention, enrichment, and as a wholeschool program. Materials are simple and affordable.
If you teach math or have a student at home who is learning math, check brickmath.com. The website includes videos for both teacher training and direct instruction of students. You can learn more about how Brick Math improves student math test scores and hear what people who are using Brick Math have to say about the program. We know that play is an important part of a child’s life. In fact, a number of eminent scholars from Jean Piaget to Maria Montessori are credited with originating the phrase, “Play is child’s work.” Kids gain so much knowledge about the world through their play activities. According to Susan MacKay, Director of Teaching and Learning for the Portland Children’s Museum, “Learning through play is about continuity; bringing together children’s spheres of lifehome, school, and the wider world over time and through experiences.” Now more than ever, when children’s social and emotional stressors have risen to an all time high, learning through play is key. Learning tools that engage children and link to the world of play add to student motivation. Brick Math uses a wellknown and beloved toy, LEGO® bricks, as a strategic tool for learning K6th grade math. According to Harvard University research (2016), play in the child’s learning environment enriches content understanding and retention of the material. The combination of learning and play helps students develop a deep understanding of the “why” and “how” behind math when they learn with Brick Math. An important idea in learning today is known as “constructionism.” Students construct their knowledge using real experience with materials. When then build their own knowledge, they learn in a deep and lasting way. Constructionism is at the heart of the Brick Math method. Students learn math by building models, discussing why they show the math, and drawing the brick models. It’s a powerful way to putting play back into learning content. Learning math with simple activities through play is one of the best ways for children to naturally develop a love for the subject. Brick Math combines learning with play to result in building a strong math foundation throughout the elementary years. We'd like to get feedback about Brick Math from people who have tried the curriculum. If you're a teacher, administrator, or parent who has used Brick Math with a student, please take a few moments to complete our short survey.
Thanks for your help! New research shows that Brick Math: Teaching Math Using LEGO® Bricks is very successful as an elementary math teaching tool. Two important findings emerged from this study: 1. Students make dramatic improvements in test scores 2. Students are highly engaged with the Brick Math method of learning The research confirms that when students are engaged with the material, they are more likely to learn it fully. And students are fully engaged with the handson Brick Math program. Here's what the study showed: 1,400 K5 students in North Carolina and New Jersey were taught using Brick Math in these six content areas:
The results: Brick Math engages students fully, and it achieves powerful learning growth! Click here to read more about the results of studies of the Brick Math curriculum. A new mixedmethod study shows significant gains in test scores for math content in grades K  2 after instruction using Brick Math. The findings from a new study of 500 students in kindergarten, first grade, and second grade shows that 320 of the 500 students, or 64 percent, made pretopost assessment gains of 4 or more points on a 10point scale. Each student was given ten problems to complete, in writing or orally, in the areas of counting and cardinality, addition, or subtraction prior to being taught with the Brick Math methods. The same problems were then used with the Brick Math program. Before starting Brick Math, students were asked questions about why they responded in certain ways to the problems to help the researcher identify misconceptions held by students about number sense and computational understanding. Once the problems were completed using the Brick Math methods, the problems were again scored on a scale of 1  10 (correct versus incorrect). Students were then asked to discuss the meaning of the models with the researcher. Students were also encouraged to ask questions for clarity during the teaching process. The discussion of the models yielded some important information about how students learn and understand math. Students in kindergarten made comments such as: “Now I see why 8 is larger than 3,” and "5 is between 3 and 8.” Students learning about place value said, “Counting bricks in the tens and ones place helps me know what number goes in each place.” A student further explained, “Two 1x2 bricks and four 1x1 bricks show that the tens place is 2 and the ones place is 4, and the whole number is 24.” Participants: This study was conducted in public and private school classrooms in New Jersey and North Carolina, in rural, suburban, and urban settings for 150 kindergarten, 200 first grade, and 200 second grade students. Data and Findings: The data was analyzed using a oneway ANOVA from SPSS, which indicates that achievement was statistically significant across all three grade levels and all content materials. A Pearson correlation shows no significance between the performance of girls versus boys. This finding is interesting, in that many believe LEGO® bricks are preferred by boys. In this study, the girls did as well as the boys in achievement when using Brick Math. The variables measured in the study included: focus and body language when using Brick Math, verbal participation and questioning by the student, the degree to which students were able to make conceptual meanings in the models, performance pre to post (before Brick Math instruction and after Brick Math instruction). It was interesting to note that the degree of focus was significant (p = 0.03) upon introduction of the bricks to do the math problems. The findings also suggest that both the level of performance and the degree of perseverance are directly related to the degree to which the student could focus (p < .05) in all correlations of these variables. The median pre to postdifference in the study across all groups was 4 with a range from 0 – 10. The means are displayed for each grade, pre and post, in Table 1. The spread of the mean shows wide differences before and after the instruction in each of the three grades, with the largest difference found in grade 2. Table 1: Comparison of Means PretoPost by Grade Level Grade N Means Pre Post K 150 3.3600 7.2667 1 150 4.0467 7.6133 2 200 3.6050 8.0300 Discussion: The modeling of math offers students a way to connect, but when LEGO® bricks are introduced as the medium for learning content, students become enthusiastic, focused, and engaged, which leads to motivation and time on task. Education experts agree that motivation and engagement are the two key elements in getting students to learn. This study is part of a larger study being conducted to emphasize the value of Brick Math in elementary and middle school math classrooms. This study, which utilized Brick Math as both a guided math and whole class lesson, points to positive learning gains for children in the early years of elementary math. Setting the stage for more sophisticated math content, getting students to understand the “why” behind the basics of math is a key component necessary in early stages of math learning. If students can build a model of the problem and solution, and explain verbally or in writing the “why” behind the math, the likelihood of future success in both their opinions about math and their ability to persevere in dealing with more difficult math will be greatly enhanced. by Dr. Shirley Disseler
According to 2017 research by the LEGO Foundation, using LEGO bricks ignites four key types of processing and 24 key skills in the brain that lead to great retention of information. The four types of processing are:
Modeling and building with bricks to learn math helps with children’s selfregulation skills. These enhance the skills of emotional regulation and attachment to content, longterm memory, attention, mental imagery, and system thinking. During the process of selfregulation, the brain places a “file folder” for that model in the longterm memory of the brain. Using bricks when learning math helps develop the child’s executive function, which is tied to the skills of visual perception, initiation, adaptive social functioning (collaboration), and one’s ability to selfassess. Being able to actually see the steps in a math problem by modeling it with bricks is a great way to visualize what the math means and why it works. Learning math using bricks also develops the process of symbolic representation, which directly leads to the skills of kinesthetic awareness, spatial visualization, sensorymotor abilities, mental rotation, and working memory. When you learn math, you identify numbers and spaces by visualizing what they represent or by using mental math. The process of building with bricks places the focus on the eyes and the hands, which lead to cognitive understanding and the ability to visual a number or a space. The last of the four processes enhanced by building with bricks is spatial ability. This process provides a greater shortterm memory, fine motor skills, and increased cognitive flexibility. In math, the ability to utilize invented strategies, think logically, and use reason to determine solutions is all part of cognitive flexibility. Building brick models enhances fine motor skills by providing a tactile experience. It looks like the brick is the brain’s new best friend! It helps kids attend, engage, and focus on learning through building brick models with their hands. by Dr. Shirley Disseler Teachers of gifted students need to encourage them to think, create, and problemsolve. Sounds like a perfect use for Brick Math, with its handson modeling with LEGO® bricks! But I’ve found that using Brick Math with gifted students can be an interesting challenge. Teaching Brick Math with gifted students has opened my eyes. Gifted students often want to get right to the answer and check the problem off the list as “completed.” They do not want to show work, write about it, or discuss with others how they got their solutions. I have found that many of these students don’t really know math. They know how to do math procedurally. They can tell you how, but they can’t tell you why! Standardized scores of US gifted students continue to remain stagnant over time because we are not challenging them to think. We are only challenging them to produce. I served as a teacher of gifted for math at the middle grades level. I often recognized in my students their need to be perfect. When such students were forced to explain how a math problem worked, they worried about being wrong and were afraid to take risks. I began to have them write out everything to explain it clearly. It was difficult for them at first, because they weren’t always earning 100 on every test, and their parents got worried. But over time, their test scores grew tremendously as they became more comfortable explaining the process behind the math, because they were developing a deep understanding. We can boost test scores and increase 21stcentury skill sets if we encourage explanation, justification, and collaboration among our students. Creative play with content helps our brains explore new ideas and solutions. Using methods that are engaging to the mind create a lot of energy in young people. And energy creates a passion for the subject. So…encourage your gifted students to play with math! When they see that it’s not always about just getting the right answer, they’ll start to develop the true understanding that is the foundation for math fluency and excellence. New research shows that students can improve their test results by learning math with a handson method.
The research was done in conjunction with the Brick Math Series, a new program developed to help students learn math concepts using of LEGO® bricks as a handson manipulative. Author Dr. Shirley Disseler, education professor at High Point University, developed this program based on prior research showing that many students learn math more readily with handson techniques. (For a summary of the studies see: http://www.brickmathseries.com/howitworks.html.) In the Brick Math Series, teachers and students build mathematical models with LEGO® bricks to help them understand concepts such as counting, addition, subtraction, multiplication, division, and fractions. Students who used the Brick Math Series showed impressive improvement in their comprehension of math concepts. Test sites include four elementary schools with students in grades 3 – 5 that used the program for the math subjects of multiplication, division, and fractions. The data includes 534 students in rural, suburban, and urban areas. Significant improvement in areas of engagement and time on task as related to performance was noted across all three math subjects. Sites using the fractions curriculum report strong testing results from pre to postassessment. The average gain from pretest to posttest is 7 – 9 points for those utilizing the Brick Math Series program versus more traditional teaching methods. These preliminary results back up teacher and student enthusiasm about this new program. Kelli Coons, an instructional coach, says the program "breathes life back into math instruction." Fifthgrade teacher Jamie Piatt says, "The activities are easy to follow and make learning fun!" Teacher Tina Lupton calls the program "handson, engaging, and overall an exciting way to learn math." Students are equally enthusiastic about the Brick Math Series. One student said, "I finally know what a fraction is. I can see it!" Another student asked, "Why doesn't everyone learn math this way?" For more information on the Brick Math Series, go to www.brickmathseries.com. by Dr. Shirley Disseler
Have you ever been in a room where you did not understand what the presenter was saying? Not just because it was difficult information, but because it was in another language? That’s what your ELL (English Language Learner) students may be experiencing in your math class. Students who have limited English proficiency struggle with vocabulary that teachers often see as ordinary. This is particularly true with math because words that are math terms are often something else, too. For example: pie and pi are homophones, product can be something you purchase or the answer to a multiplication problem, and terms like plus sign are used even though they are no longer acceptable in the math world. Because the words are confusing, ELL students need a more handson approach. When they have tools to model the math, can draw to show understanding, and view pictures to see how to do things, they have a better chance of math success. They need the threestep process for true math retention — DoDrawWrite/Explain — to truly comprehend the content. Many teachers are not aware that some ELL students are born right here in the United States. Students living in poverty or in those who do not learn to read well can be part of the ELL category. Some kindergarteners come to school knowing less than 3000 words, and this greatly inhibits their ability to learn math through word problems in context. Using LEGO® bricks to model mathematical thought reduces the stress for ELL students. The universally known product puts students on a more level playing field with their sameaged peers and provides a common conversation for modeling math content. I have seen many ELL students learn to do math with bricks. As they progress, they demonstrate true understanding of mathematical processes and conceptual ideas. Using the bricks is a great way to put students at ease with the learning process to build their confidence and spark engagement and motivation in the classroom. 
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