JUMP Math · p. 8–11 One design decision, in depth

The forked pathway

A student finishes the core questions, and what happens next is decided by what they just did. This page stays with that one decision and shows how it was made.

The jobs behind it

Two people, one decision

Both jobs start at the same moment, and separate only in what each person wants from it.

When

a student finishes the core questions…

The teacher

I want to know whether to challenge or support them next,

so thatI don’t waste their time on questions they’re not ready for, or bore them with ones they’ve already shown they know.

The student

I want the next questions to match what I actually know,

so thatI don’t feel punished for struggling or bored by repetition.

The decision

Core questions, then two ways on

The fork sits at the end of the core set. What a student did there decides which path opens next, so the same lesson serves a student who is ready to stretch and one who needs another way in.

The forked pathway Core questions lead to a fork. A student's own results decide whether the next questions are a bonus path that stretches them, or a scaffold path that gives another way in. Core questions the same for everyone what the results say Bonus path stretch, without repeating Scaffold path another way in, not a repeat the teacher sees it
Stretch Support The route is chosen by the student’s own results, and the teacher sees which one opened.
What the student sees

The same section, from the student’s side

A section teaches, then asks. The bar along the bottom carries the three stages, so a student can see where they are inside the section while they are working through it.

A JUMP Math lesson screen. Three multiplication problems are set out, the first worked through in a grid with the carried digits in red. A Practice button sits to the right, locked.
Teaching stepThe method is worked through first. Practice stays locked until it is done.
A JUMP Math practice question with four multiple-choice answers. The chosen answer is highlighted and a banner at the top reads Correct, you aced that question. Next and Answer buttons sit to the right.
Practice stepFeedback lands on the answer itself, and an answer video stays one tap away whether or not the student got it right.

Product screens from JUMP Math Lab. The question content is JUMP Math’s.

What it serves

One fork, two jobs

For the teacher

The decision is made at the point the evidence exists, so a teacher reads a result and acts on it before the next lesson.

For the student

The next questions match what they have shown, so struggling opens a different route rather than the same one again.

Design iterations

How the teacher dashboard changed

Three rounds of Figma prototypes, from a teacher survey and usage data. The question each round had to answer: can a teacher read this and know what to do next lesson?

 JUMP Math Lab · Teacher dashboard · Class 5A

The student names and answers are invented. These are recreations of the dashboards I designed, rebuilt for this portfolio. No real class data appears.

Where I worked across the lifecycle

From a teacher survey through to the data the dashboards read.

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