Alternatives to Zearn

[Anonymous]

Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

[Anonymous]

PP here. Not a math expert. Just a concerned parent. I get rote instruction. I went to Catholic school. My father is a math professor. I had to do every problem in every workbook. I’m just expressing my concern that Zearn is not an engaging method to teach kids rote concepts. It also doesn’t come with the benefit of learning to write numbers.

[Anonymous]

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

Well, everyone is a bit of an expert in their own child, no? And not every child needs the same number of visits to the supermarket before they know how to count to ten. Teachers seem to wait until the nauseam level has been reached for all children before moving on, even if some of them have been covered in their own vomit for a while. Some kids will be nauseated after counting to ten only ten times. [yes, I took your latin image way too far]

Now parents are home and our first world problem is that we don't like watching their kids looking bored and unexciting because they're long past the ad nauseam threshold.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Math shouldn’t be done on an app, period. The whole thing is so ridiculous.

If it weren't for the apps, my kids would believe maths is the slowest and most boring subject in school.
Now they know that F2F math is the slowest and most boring subject in school, but math can be exciting and challenging. Of course, that only make F2F appear slower and more boring as the weeks go by. It is what it is. DCPS, please allow for some small group pullouts for the kids who learn a lot faster and are bored.

Then your teachers need to do better. No way should a 5,6,7 or even 9 year old be using computers to learn math. We know their brains do better using concrete things and using real life examples. Our kids will all be wearing glasses by May and end up dumber than ever.

[Anonymous]

Anonymous wrote:PP here. Not a math expert. Just a concerned parent. I get rote instruction. I went to Catholic school. My father is a math professor. I had to do every problem in every workbook. I’m just expressing my concern that Zearn is not an engaging method to teach kids rote concepts. It also doesn’t come with the benefit of learning to write numbers.

PP here. Fair enough. My point was only about they "they're bored doing the same thing over and over again" complaint.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

Well, everyone is a bit of an expert in their own child, no? And not every child needs the same number of visits to the supermarket before they know how to count to ten. Teachers seem to wait until the nauseam level has been reached for all children before moving on, even if some of them have been covered in their own vomit for a while. Some kids will be nauseated after counting to ten only ten times. [yes, I took your latin image way too far]

Now parents are home and our first world problem is that we don't like watching their kids looking bored and unexciting because they're long past the ad nauseam threshold.

You will receive your M.Ed. in the mail shortly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

Well, everyone is a bit of an expert in their own child, no? And not every child needs the same number of visits to the supermarket before they know how to count to ten. Teachers seem to wait until the nauseam level has been reached for all children before moving on, even if some of them have been covered in their own vomit for a while. Some kids will be nauseated after counting to ten only ten times. [yes, I took your latin image way too far]

Now parents are home and our first world problem is that we don't like watching their kids looking bored and unexciting because they're long past the ad nauseam threshold.

You will receive your M.Ed. in the mail shortly.

No need - only working towards a "best mom ever" mug.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

Well, everyone is a bit of an expert in their own child, no? And not every child needs the same number of visits to the supermarket before they know how to count to ten. Teachers seem to wait until the nauseam level has been reached for all children before moving on, even if some of them have been covered in their own vomit for a while. Some kids will be nauseated after counting to ten only ten times. [yes, I took your latin image way too far]

Now parents are home and our first world problem is that we don't like watching their kids looking bored and unexciting because they're long past the ad nauseam threshold.

You will receive your M.Ed. in the mail shortly.

No need - only working towards a "best mom ever" mug.

(I should have finished the coffee in the mug though. "we don't like watching our kids looking bored and unexcited because they're ...")

[Anonymous]

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

No, but -- and I've complained about this elsewhere on the site -- Zearn is just way worse than, e.g., Lexia. More choice. More variation in activities. Better interface. More differently themed levels to move up. Something. It's just super boring in a way that it doesn't have to be.

[Anonymous]

For apps, my DC6 loves Dreambox. Outside of apps, my DC4 loves to work on counting with an abacus.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Everyone is an expert in math instruction now, I see. Do you think you can go to the supermarket and have your kid count 10 apples once and think he's got it? That's now how it works. They do need to do it again and again and again. Later then need to learn to add and subtract rapidly - through memorization. When they are older they also need to memorize their times tables.

These are the facts of math fluency. For parents who are new to school, this is how it works. Like memorizing sight words, there are lots of concepts in school that the kid has to memorize and repeat ad nauseum for the fluency that is needed later for higher level concepts.

No, but -- and I've complained about this elsewhere on the site -- Zearn is just way worse than, e.g., Lexia. More choice. More variation in activities. Better interface. More differently themed levels to move up. Something. It's just super boring in a way that it doesn't have to be.

Oh, I disagree. Lexia will repeat the same exact set of instructions very slowly and it's impossible to by-pass. It's so implausible that a student would need to hear those instructions this many times in a row, so I think the developers actually have a problem. I don't think they created Lexia to be used as intensively by any given student as it has been since March. Lexia needs to find a way to allow skipping the slowly enunciated set of instructions if the student has heard them more than 10 times.
I accept Zearn's fluency-building exercises as a lot more useful, and kids can get through it quickly, especially if they find good ways of clicking Enter quickly.

[Anonymous]

I like Zearn and think it works well for my 4th grader. Reinforces and/or rephrases what is taught in class and provides some additional practice. For my second grader, Zearn works- but like other computer programs- requires a level of computer proficiency she just hasn't reached. Extended periods of time clicking, typing, etc, are just frustrating for her.

So we have established a routine where I will help her with the clicking for a section or two that she is working on. The point of the program is to practice her math skills, so I see no problem with me helping her with the clicking. I do not give her the answers and submit it even if she is wrong. She stands up and stretches/moves while I help her with the clicking. Availability depends on my work schedule, but this has helped eliminate her frustration. So much of the problem was simply because she is not used to or interested in extended periods of time in front of a computer.

[Anonymous]

Anonymous wrote:I like Zearn and think it works well for my 4th grader. Reinforces and/or rephrases what is taught in class and provides some additional practice. For my second grader, Zearn works- but like other computer programs- requires a level of computer proficiency she just hasn't reached. Extended periods of time clicking, typing, etc, are just frustrating for her.

So we have established a routine where I will help her with the clicking for a section or two that she is working on. The point of the program is to practice her math skills, so I see no problem with me helping her with the clicking. I do not give her the answers and submit it even if she is wrong. She stands up and stretches/moves while I help her with the clicking. Availability depends on my work schedule, but this has helped eliminate her frustration. So much of the problem was simply because she is not used to or interested in extended periods of time in front of a computer.

I agree with you about the technical issues with Zearn. The whole point of these adaptive programs is for the kids to do them independently (you know so parents can work) and my 1st grader has the same issues. So if I’m going to helping my child I rather they use paper and pencil to do a set of problems than stare at another screen.

[Anonymous]

Anonymous wrote:I like Zearn. It tracks with the Eureka modules and lessons, so it's a good way to reinforce the teacher's instruction. It's not the only, or even the primary, way that my kid learns math, but we find it useful.

Also, DCPS does use workbooks for the problem sets, both in-class and the homework.

Same. I like Zearn for exactly these reason, my kid does as well. And is also doing workbook work, small group whiteboard stuff, ST Math, and using math manipulatives with his teacher.

(Also, I have taught math, and repetition is a good thing. Understanding is one thing, being quick and fluent with the numbers is another equally important thing in being good at math. Problem sets are not going away, nor should they.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:I like Zearn and think it works well for my 4th grader. Reinforces and/or rephrases what is taught in class and provides some additional practice. For my second grader, Zearn works- but like other computer programs- requires a level of computer proficiency she just hasn't reached. Extended periods of time clicking, typing, etc, are just frustrating for her.

So we have established a routine where I will help her with the clicking for a section or two that she is working on. The point of the program is to practice her math skills, so I see no problem with me helping her with the clicking. I do not give her the answers and submit it even if she is wrong. She stands up and stretches/moves while I help her with the clicking. Availability depends on my work schedule, but this has helped eliminate her frustration. So much of the problem was simply because she is not used to or interested in extended periods of time in front of a computer.

I agree with you about the technical issues with Zearn. The whole point of these adaptive programs is for the kids to do them independently (you know so parents can work) and my 1st grader has the same issues. So if I’m going to helping my child I rather they use paper and pencil to do a set of problems than stare at another screen.

We had these issues with my 1st grader when he was usually a computer with a trackpad and keyboard... I switched to a touch screen and he was completely independent within a day.