Walk into any Kindergarten through 3rd-grade classroom during "ST Math time," and what do you hear? Usually, it’s a symphony of intense silence, broken only by clicks on their device and the occasional cheer (or groan) depending on the fate of JiJi the penguin.
Students love the independence of ST Math. They love the visual puzzles. But as educators, we know that profound mathematical understanding doesn't happen in a vacuum. It happens when students have to articulate their thinking, defend their strategies, and analyze mistakes together.
This is where the partnership between the Classroom Teacher and the Digital Learning Specialist (DLS) becomes vital.
As a DLS, my job isn't just to ensure the iPads are charged or the software is updated. My job is to bridge the gap between the digital tool and high-quality instruction. Recently, I had the privilege of supporting all of our Kindergarten - 3rd grade teachersin introducing their very first whole-group "Puzzle Talk."
Here is a look at how we moved JiJi from a solo activity to a collaborative learning event.
The Pre-Game: Co-Planning the "Why"
Before entering the classroom, our Math Curriculum Coordinator and I met with for teachers during their data day. Some teachers shared that students were breezing through ST Math levels individually, but when faced with similar word problems on paper, they struggled to explain their work.
We agreed on the solution: A Puzzle Talk.
A Puzzle Talk uses an ST Math puzzle as a prompt for a whole-class discussion. The goal isn't just to solve the puzzle; it's to slow down the action and analyze the mathematics behind the animation.
Our Co-Planning Checklist:
Select the Puzzle: We chose a "high-leverage" puzzle—one just difficult enough that students wouldn't immediately know the answer, forcing them to hypothesize.
The Scene: Launching the Puzzle Talk
In each classroom, students gathered on the rug, surprised to see ST Math projected on the big screen instead of on their individual devices.
Step 1: Notice and Wonder
I opened the puzzle. JiJi was stuck at the start of their journey, with no directions given.
"Alright, detectives," I started. "Hands in your laps. Don't try to solve it yet. Just tell me: What do you notice? What do you wonder?"
A student yelled: "The answer is a circle."
My response: "Hold onto that prediction! Right now, I just want to know what you see on the screen."
Slowly, observations trickled in.
Step 2: Predict and Justify (The Partnership in Action)
Once we established the visual landscape, we moved to prediction.
"Turn and talk to your neighbor," I said. "What should we do first, and why do you think that will work?"
As the room buzzed with student debates, the teacher and I circulated. This was her moment to shine. She leaned in and whispered to pairs, "I hear you saying 'add the blocks,' but what does that look like on the number line? Are we moving right or left?" She was grounding their digital gameplay in mathematical concepts.
Step 3: The Reveal and The Analysis (Embracing the Mistake)
We called on a student, Leo, to give us a strategy. "Put all the blocks on the line at the same time!" he suggested.
I followed his instruction. I clicked the green button.
JiJi ran, tripped over the piled-up blocks, and bounced back to the start.
The class groaned, but I threw my hands up excitedly. "Awesome! It didn't work! Now we get to be real detectives. Watch the animation again. Exactly where did JiJi trip?"
This is the crux of the Puzzle Talk. The digital tool provides immediate, non-judgmental visual feedback. We replayed the failure three times. The students realized the blocks needed to be placed sequentially, end-to-end, to create a smooth path.
The Takeaway
The role of the Digital Learning Specialist in K-3 isn't just about introducing new apps. It’s about helping teachers leverage the tools they already have to deepen instruction.
By co-planning and modeling a Puzzle Talk, we took a silent digital experience and turned it into a loud, messy, wonderful math conversation.
