Research-based Math Instruction
Imagine 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.
Houston Independent School District Report
Comparing STAAR mathematics achievement of HISD students in grades 3–8
In 2014, the Houston Independent School District conducted a research analysis of Imagine Math’s impact on the State of Texas Assessments of Academic Readiness (STAAR®) exams. Upon completion, the HISD superintendent of schools reported the findings, including:
- “Results indicated that HISD students who used Imagine Math had significantly higher 2014 STAAR scale scores than did matched students who did not enroll in the program.”
- “Imagine Math users at priority and focus schools who were matched with non-Imagine Math users at the same schools were also found to have obtained significantly higher 2014 STAAR mathematics scale scores than non-TTM users had.”
- “Regression analyses indicated that for most groups of students, passing a higher number of Imagine Math lessons, particularly passing a higher number of target lessons, predicted a higher 2014 STAAR mathematics scale score.”
Texas SUCCESS Comprehensive Evaluation Report for the Texas Education Agency
Submitted by Gibson Consulting Group (February 2015)
In a comprehensive study by the Texas Education Agency (TEA) evaluating computerized interactive programs that are part of the state’s Students Using Curriculum to Ensure Sustained Success (SUCCESS) program, Imagine Math was found to significantly improve STAAR performance outcomes for students.
Highlight’s from the report’s executive summary:
- “Advanced statistical modeling, accounting for other observable factors that may influence student outcomes—such as students’ prior STAAR-Mathematics performance—showed that students in Grades 3-8 who attempted 20 or more Think Through Math lessons had statistically significant higher STAAR-Mathematics scores than non-users.”
- “Passing Imagine Math lessons was positively related to student performance on STAAR Mathematics tests, meaning that passing Think Through Math lessons was an important indicator of readiness for STAAR Mathematics content.”
- “Consistent usage of Imagine Math at the recommended threshold—five or more lessons completed per month—was associated with statistically significant gains on STAAR-Mathematics, particularly among middle school students.”
Since 2005, Imagine Math 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).
Take a guided tour and see why educators everywhere love Imagine Math.
I have used Imagine Math for about five years now and I am confident that this online resource has benefited my students substantially. It poses questions in a way to truly ensure they have mastered the concepts and skills we cover in class in a way that I never could with worksheets.
Planning the pizza party is a wonderful and powerful incentive, and all of the students want to contribute which makes them work even harder outside of school hours.
I LOVE Think Through Math and what it does for my students.