Because math is cumulative, gaps in proficiency are blockers to success. While only a small portion of a student’s unfinished learning might be visible in grade-level coursework and assessments, gaps in learning accumulate and remain hidden beneath the surface, hindering a student’s ability to grasp more advanced concepts.

Addressing this can be challenging when focusing solely on grade-level material. New Classrooms (the developer of Teach to One) faces this issue head on in the report The Iceberg Problem, which was referenced in North Dakota’s Greater Math in North Dakota grant opportunity for the use of blended learning instructional approaches in grades 3-8 math classrooms.

Download your copy of the paper to learn more about the importance of targeting each student’s unique math gaps and how impactful it can be with a high-quality, blended learning solution.