“Math is too hard.” “Math is boring.” “Why do we even need to study this?”—these complaints echo in classrooms everywhere. was literature experimented, Many locked content mistaking for creatively.

Students actively engage in tasks that are doable and interesting—which frees up time for personalized instruction.

Two students in Danielle Adler’s kindergarten class at Marcus Hook Elementary School in Marcus Hook, Pa., prepare for an addition problem. Credit: Holly Korbey for The Hechinger Report The Hechinger ...