Why a Little Help Can Go a Wrong Way
I’ve had variations of the following conversation with relatives a couple of times in recent months. Has something similar happened to you?
“She loves playing DreamBox and was doing fine. But now the questions are too hard and she’s getting frustrated.”
“Hmm… Have you perhaps been helping her with her answers?”
“Well… not… really. She hates getting questions wrong. So when she didn’t seem to understand what to do, I answered a few of the questions for her so she would get the idea.”
When Math Problems Become Problematic
As parents of young children we are all too likely to have encountered so-called educational games where the difficulty of questions appears to vary somewhat randomly. For example, I was sitting next to my four year old son while he was playing with a handheld game. I was quite happy to hear him get “7 plus 3” correct. This was followed by “1+1”, “1+2” and “17-11”. Whoa! Where did that last one come from? (He didn’t get it right).
Sometimes, in order to help our little ones progress past some of these overly difficult questions, we help them for bit and then breathe a sigh of relief as the questions get back to being more appropriate (at least for a while). Our help is often required for a few minutes in non-educational video games as well. So in a sense, we adults are being trained to help our loved ones when a program appears to get too difficult for them.
DreamBox Learning’s Approach
With DreamBox things are a little different. As one of the developers in charge of our GuideRight™ technology I consider it my responsibility to make certain we assess and adapt to each child as accurately as possible. That means ensuring that we optimally level right down to the individual question level. And that we adapt as necessary immediately based upon how the student responds to those questions. Ideally the questions are just challenging enough that they get the occasional one incorrect as they learn.
In fact, DreamBox continuously assesses and adapts to your child not only within a problem, but between problems, between lessons and between groups of lessons.
Part of that process of recalibrating for each student between groups of lessons involves occasionally giving them a series of questions that might be a little too difficult for them. If they do well, we move them on to something that might rely upon the understanding they just demonstrated. If they don’t do so well, we then provide the comprehensive set of lessons they likely need to develop that understanding.
So with DreamBox, if you provide too much overt assistance, answer for your child, or let a sibling or friend play on their account, it is quite possible that the system will temporarily attribute levels of understanding – or misunderstanding – that do not accurately reflect that of your child.
What to Do When the Math Game Gets Tough
What should you do, when they turn to you for assistance? Try some of these approaches:
- Encourage your child to make his or her best guess. Remind them it’s OK to make some mistakes. We learn a lot from the types of mistakes they make and will respond accordingly. (Really!)
- Answer a question with a question. “What do you think?”
- Click help.
- Click help again. The second help is more explicit that the first help.
- Ask your child to explain the game to you. Sometimes talking it through like this will give them the answer.
If all that doesn’t work, perhaps it’s time for a snack or a break.
Finally, remember that playing DreamBox is meant to be fun. If they are still having trouble with one or more lessons, don’t hesitate to click the feedback button and let us know.
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