News & Awards Moving Through Math Research


January, 2013  |  Marcia Daft


At a time when United States math scores are at an all time low, we need to authentically investigate the methodology of an individual child’s learning process to determine whether he or she is actually gaining knowledge. Studies show that many students are bored, falling behind, and increasingly finding mathematics irrelevant. And increased classroom ratios have negatively affected the educator’s relationship with the individual student. Furthermore, while educators know that conceptual foundations are imperative for achievement in mathematics, concepts are often inconsistently built upon from one grade to the next. Given these challenges, it has become essential to utilize an approach that has a proven track record of success.

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