Reach 70% +
Math Proficiency Schoolwide

Math achievement shouldn’t mirror family income, so we discovered a method that gets schools above 70% proficiency — without relying on “star” teachers or wealthy parents.

Before, teachers were expected to differentiate instruction with barely any time to breathe.

Now Slonig organizes students to support each other’s differentiated learning, saving teachers up to 80% of their time.

Students Learn from Peers, Not from Screens

Slonig organizes students work face-to-face, and just one of them rarely look for hints from the app.

Students Say

“I could talk with my favorite classmates, everything somehow sticks in memory more easily.”

Student, 10th grade

Slonig Outperforms Digital Math Programs
— and Often Even Tutoring

Works Without “Rockstar” Teachers

Slonig provides schools with consistently high-quality teaching

Two classes (A and B) were taught by the same teacher.
In Class B, the teacher taught calculus using Slonig. For five of the six lessons, students worked independently with no direct teacher interaction.
Despite minimal teacher involvement, students reached 71% proficiency.

Educators Say

“As opposed to many apps which foster interaction and engagement with the technology itself, Slonig fosters interaction and engagement between the learners themselves. As such, this app can help create learner-centered classrooms where learners learn from each other as they take turns adopting the roles of tutor and learner.”

Lee Mackenzie, Senior Lecturer in Education, Liverpool Hope University

Safe Ways to Integrate Slonig Into Your Lesson

Start small: Run Slonig as math centers—two same-level students, guided by Slonig.

Scale fast: Add more centers as you see results.

Go all-in: Make paired learning the default for everyone—and finally breathe.

Ditch the busywork: Skip textbooks and worksheets—Slonig teaches, checks, and prevents cheating.

How Slonig Works

During the first lesson, Slonig trains students on how to help their classmates.

Students work in pairs and use instant hints from Slonig on how to teach math more effectively. Both students are allowed to start with no prior knowledge of the skill they’re practicing.

Every 15 minutes, students switch partners and roles—if they were teaching, they begin learning.

Teachers Can Do 1:1 Interventions — or Breathe

Teachers are no longer expected to teach brand-new material to eight different levels at once. With Slonig, teachers’ time shifts almost entirely to 1:1 support—either coaching in the same peer-teaching mode students use, or doing quick check-ins and targeted error correction, guided by the platform.

Teachers Say

“Most of the time, students worked on their own. I just observed—and I was surprised they actually learned.”

Kate, high school math teacher

How Slonig differs from other peer-learning approaches

Pair work all lesson: Students spend 100% of lesson time working in pairs—no lectures.

No “smart kid” required: Both students in a pair can start from zero and still reach mastery—no high achiever needed.

Classroom organization is automated: The platform handles new-skill introduction, partner switches, quality checks, exit tickets, and even homework—so the teacher can simply rely on it.

Teacher workload goes down: Technology finally reduces teacher workload instead of adding more busywork.

Researchers Say

“Peer learning is an essential mode of learning in school settings and beyond. Yet, it is also a process that is unwieldy to manage for teachers, given that multiple pairs of students may be working in parallel and structure can be hard to maintain. As part of the Teaching Clinic cohort of the Winter Semester 2025 at the University of Vienna, we have evaluated peer learning processes structured by the App Slonig and we found it to provide the necessary scaffolding for students to approach peer learning in a more structured environment (and lessen the load for the teacher).”

Dominik E. Froehlich, Associate Professor, Centre for Teacher Education, University of Vienna

Slonig Features

Student Training Program

Slonig includes a one-lesson onboarding module that teaches students how to work in pairs effectively using Slonig’s built-in tools and guidance.

Students Match into Compatible Pairs

Pairing students is challenging—it requires understanding both their current skills and their personal compatibility. Slonig uses principles from game theory to address this properly. It considers psychological compatibility, how effectively a student works with a particular partner, and each partner’s availability.

Game Currency

A common problem with peer learning is that students like receiving help from classmates but are less willing to provide help in return. Slonig addresses this with the same kind of incentive system that helps societies function efficiently: in-game currency. If you receive help, you pay your classmate; if you provide help, you get paid. Because every student starts with the same initial amount of currency, access to 1:1 support becomes more equitable and does not depend on a family’s income. During lessons, all students can receive 1:1 support—similar to working with professional tutors.

Learning in the Zone of Proximal Development

Slonig structures content into courses, each made up of modules composed of small, individual skills. Students master all skills in a module before moving to the next, staying in the zone of proximal development.
Examples of skills include:
- Writing fractions from a graphical context
- Writing fractions from a textual context
- Finding a numerator; and finding a denominator
Because the content is broken into very small, specific skills, teachers sometimes worry that complex abilities cannot be reduced to a sum of parts—mastering each skill does not automatically guarantee full, integrated competence. Slonig addresses this by introducing complex (composite) skills that are taught only after the relevant foundational skills have been acquired. For example, the complex skill “Multiply Mixed Numbers” is taught only after the student has learned to “Convert a Mixed Number to an Improper Fraction” and “Multiply Fractions.”

Built-in Interaction Algorithm

Slonig’s algorithm helps students communicate and learn efficiently.

Slonig guides both classmates step by step with a consistent algorithm designed to ensure effective learning.
The classmate in the tutor role poses an exercise and assesses the student’s response. If the response is incorrect, the tutor provides immediate feedback with the correct answer and prompts the student to repeat it, leveraging active recall and retrieval practice (Roediger & Butler, 2011).
Once the student responds correctly, the tutor asks them to generate a similar exercise, creating productive struggle and promoting transfer through student-generated examples (Ebersbach et al., 2020; Ramirez-Velarde et al., 2014).
The tutor then deliberately makes an error when attempting the student’s exercise and asks the student to correct it—an application of learning by teaching, which has been shown to enhance metacognitive monitoring and conceptual understanding (Fiorella & Mayer, 2013).
A digital badge is awarded only if the student’s performance—including correcting the tutor’s mistake—is perfect that day; otherwise, the skill is repeated in a later session to harness the benefits of spaced repetition (Cepeda et al., 2006).
This algorithm supports mastery learning (Bloom, 1984) by ensuring that each student progresses only after demonstrating comprehensive understanding and the ability to apply, explain, and correct the target skill. When a badge is awarded, the student gains the confidence to teach the same skill to someone else.

Mastery Learning

A learner cannot have a skill marked as learned until they demonstrate proficiency, defined as completing all steps of the skill’s learning algorithm without errors during the current paired-learning session. This typically happens after two sessions on different days for the same skill.

Personalized Learning Track

Slonig tracks each student’s acquired skills and suggests the next appropriate ones, ensuring that learning remains within the student’s zone of proximal development.

Quality Control

At the end of each session, the classmate in the tutor role either awards a digital badge or suggests repeating the skill later.
Badges include metadata: the skill ID, a cryptographic proof tied to the student, and a game-currency stake placed by the tutor.
If a badge is given without proper teaching, it can be challenged by another tutor, teacher, or parent—potentially lowering the tutor’s currency balance.
While misuse is theoretically possible, it rarely occurs in practice. Because students typically tutor friends, they avoid actions that would harm those relationships.

Introducing New Material Without Lectures

Slonig allows a teacher to convert lessons into peer tutoring without introducing new material through lectures or textbooks. This approach carries the risk that the entire class could learn a specific skill incorrectly, so the teacher prevents this by teaching some students 1:1. Although this may seem less efficient than lecturing from the teacher’s perspective, lectures typically result in only about 20% of students mastering the skill, while the rest passively listen (Bloom, 1984). When you consider not only teacher time but also the collective time of all students, spreading a new skill through the peer-learning network is often faster and more effective than repeatedly explaining the same concept in lectures with limited success.

Teacher and Parent Control Over Student Progress

Because Slonig awards badges, there is no need for additional assessments—every student’s skills are visible in the platform. In addition, a teacher can request a student’s permission to assess their skills and may revoke any badge if they believe the student has not truly mastered the corresponding skill. The same can be done by a principal or a parent, making learning transparent for all stakeholders.

Schoolwide Monitoring and Metrics

Learning speed can be measured as the number of badges a student earns per lesson. From an administrative perspective, evaluating teacher effectiveness can shift from comparing average grades across teachers and classes to observing learning speed—which is harder to manipulate than grades.

Assessment

Slonig provides a full set of assessments to evaluate students before and after implementation, compare outcomes to teaching as usual, and build confidence to use the approach on a regular basis.

Better Than AI

Slonig outperforms AI-based tutoring systems because it uses the one thing software still can’t replicate: real human-to-human learning in the moment. Instead of replacing students with a chatbot or pushing them into another screen-based “personalized” flow, Slonig turns classmates into active learning partners—watching each other think, catching misunderstandings instantly, and adapting explanations to what a real person is actually confused about.

Supported by Decades of Evidence

Students learn by providing tutoring more than by getting tutoring help (Topping, 1996).
Under rigorous experimental conditions, students who engaged in teaching demonstrated learning gains comparable to roughly two additional years of schooling relative to traditional study methods (Fiorella et al., 2013).
2,436 scientific studies confirm that learning by teaching significantly outperforms all currently known instructional approaches (ERIC Database of Educational Studies).
Learning by teaching can be started in five minutes using the Slonig platform and requires no prep from teachers (Reshetov, 2025).

Assessments Included

Slonig provides a complete set of assessments to evaluate students before and after the intervention, compare Slonig’s outcomes with teaching as usual, and build confidence to use it regularly.

Diagnostics in Real Time

Slonig diagnoses learning gaps in real time

Slonig provides precise, real-time skill-level diagnostics for each student—showing which skills are mastered and which aren’t. The best part is that it updates in real time.

Principals Say

“I’ve never seen anything similar to Slonig. Data looks fabulous!”

Brenton DeFlitch, Principal, Wonderful College Prep Academy, CA

400%–887% ROI First Year

Avoided costs: $75K–$148K in staffing time saved

Net annual savings: $60K–$133K saved per school

Break-even point: 2 months to recover investment

Money-back guarantee: Full refund if targets aren’t met

Matching Your Math Standards

Curriculum Alignment Available in Spanish and English

Featured Grade 1 Alignment

Counting to 120 (read, write, compare)

Add within 20 (fluency within 10)

Subtract within 20 (fluency within 10)

Place value: tens and ones (to 100)

Compare two two-digit numbers

Measure lengths (non-standard units)

Works on Any Device & Browser

In Spanish and English

Supports You Any Time You Need

Keeps Your Data Protected

Works with 31 organizations across 16 countries

Slonig collaborates with 31 organizations across 16 countries

Europe — 5 countries · 11 organizations

Cyprus · Estonia · North Macedonia · Serbia · Spain

Cyprus

AUB Limited

Estonia

Project Factory Social Innovation OÜ

North Macedonia

Centre for Inclusion and Mobility of Youth
Secondary School of Economics, Law and Commerce “Kuzman Josifoski Pitu”

Serbia

International School
Primary School Savremena

Spain

Escuelas de Artesanos
Fundación AI Granada Research & Innovation
IES Sedaví
Universitat de Lleida
University of the Basque Country

Asia — 4 countries · 5 organizations

Armenia · Indonesia · Philippines · Türkiye

Armenia

Armenian State Pedagogical University after Kh. Abovyan

Indonesia

Universitas Galuh

Philippines

Santiago National High School

Türkiye

Antalya Kepez İlçe Milli Eğitim Müdürlüğü
Istanbul STEAM Bilim Teknoloji Eğitim Kültür Sanat Derneği

Africa — 5 countries · 13 organizations

Egypt · Ethiopia · Ghana · Nigeria · Somaliland

Egypt

Minia University

Ethiopia

Addis Ababa University

Ghana

Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development

Nigeria

Enugu State University of Science and Technology
Federal College of Education (Technical), Umunze
Kwara State College of Education (Technical)
Nnamdi Azikiwe University
Obafemi Awolowo University
Osun State University
QEDA
University of Ibadan
Usmanu Danfodiyo University Sokoto

Somaliland

Adal Medical University

North America — 1 countries · 2 organizations

United States

Sam Houston State University
University of Arizona

South America — 1 countries · 1 organizations

Argentina

Biblionet

Other Subjects Available on Slonig

Math Available

ELA Upon Request

Computer Science Upon Request

World Languages Upon Request

Science Upon Request

Social Studies Upon Request

Business Upon Request

Many more Upon Request

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Reach 70% +Math Proficiency Schoolwide