Research-based Math Instruction
Think Through Math’s tutorial model is based upon the largest body of cognitive tutoring research in the world, led by the U.S. Air Force Research Laboratory with funding from the Air Force, National Science Foundation, and others. Several major field studies were conducted which included more than 30,000 public school students in seven states. The purpose of the study was to develop the proper cognitive thinking processes and intervention methods for students struggling with academics.
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Since 2005, TTM has helped students learn to analyze and solve word problems by applying a pedagogy derived from: contemporary cognitive science, including principles of active problem solving (Anderson, 1994), explicit instruction (National Mathematics Advisory Panel, 2008; Adams & Engelmann, 1996; Hall, 2002; Gersten, 2003; National Council of Teachers of Mathematics, 2007), gradual release (Pearson & Gallagher, 1983; Rose, 2004; Routman, 2003), elaboration theory (Riegeluth, 1987, 1992), categorization by prototype (Rosch, 1988a, 1988b), mastery learning (Bloom, 1984), zone of proximal development (Vygotsky, 1978), assessment and differentiation (National Mathematics Advisory Panel, 2008; Askew, 2002) and worked examples (Ward & Sweller, 1990).
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Think Through Math Investment in Innovation
TTM continues to make a substantial annual investment in innovative enhancements and extensions to the product, driven by three key principles: (a) pragmatic client feedback–including students, teachers and administrators, (b) research – addressing new understandings and best practices that target math instruction and digital learning, and (c) numbers talk: evidence and effectiveness – meaning what the data reveals about where students struggled and what the program can do to improve learning.