FEATURED TESTIMONIAL
“I really love Gizmos as they help students grasp difficult concepts that can’t always be seen. They make abstract ideas come to life.”
— Gizmos Teacher, Foothills School Division, Alberta, Canada
“When one of my students started using Reflex, she was struggling with basic math computation. Using this program, she has been able to increase her fluency, leading to her making substantial increases in her Classworks progress monitoring as well as on her MAP math assessment.”
- Teacher, Vidalia City Schools
“One of my students started the year struggling with basic math facts and often relied on counting strategies. After using Reflex consistently, the student became much more confident and began recalling facts automatically. This improvement carried over into classroom work, where the student completed assignments more efficiently and participated more during math discussions.”
- Teacher, Lowndes County Public Schools
“One student entered the year struggling to recall basic math facts and often relied on counting strategies. After consistently using Reflex, the student steadily improved accuracy and speed, began reaching the green light regularly, and showed increased confidence during math lessons. By midyear, this growth translated into stronger performance on classwork and assessments, allowing the student to focus more on problem-solving rather than basic calculations.”
- Teacher, Mount Vernon City School District
“My second grade students are asking to use the app and are very engaged when doing so. Many also feel pride when they increase their fluency percentages or move up towards multiplication/division. Each session usually starts with at least 10 students raises their hands to proudly show me how their fluency has increased.”
- Teacher, Belle Vernon Area School District
“We just started using it during morning work time. We also use it during intervention time in the afternoon but some students meet with teachers for small group instruction so they are missing their time. So that is why I started it as morning work so everyone will have time. A lot of kids also log on at home.”
- Teacher, Douglas County School District
“One of my third graders started the year very anxious about math facts. He often said, I am bad at math, and tried to avoid fact practice. After a few months with Reflex, his attitude shifted...Reflex did more than improve his speed. It helped change how he saw himself as a math learner. Hopefully he will continue to soar with his math confidence next semester.”
- Teacher
“We had just finished our first fraction unit and students were very frustrated with fractions. It was, arguably, the least successful unit for this group. They were weary to jump in to a fraction problem, but within the first week I heard things like, "This makes sense!" "I get it." "Fractions are actually easy." It was a big win as their teacher.”
- Teacher, Mapleton Public Schools
“Some of the students I have in my one group are in either 3rd or 4th grade. I think that Frax is going to put those students so much farther ahead of their classmates when it comes to their knowledge about fractions. I can't wait to compare the difference between them and their peers next school year!”
- Teacher, Jersey Shore Area School District
“They LOVE it. The room is silent during Frax time. I can hear them talking about it during cleanup. The nice thing is that there is no competition, as this is self-paced. I loved watching them complete the review and get ready for Mission 2!”
- Teacher, Oswego Community Unit School
“What I have noticed (and LOVED!) is that I don't hear them talking about the fractions or math as work. It's like they don't realize they're working on fractions as a skill, only as a game component.”
- Teacher, Point Pleasant School District