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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.

Download Cognitive Tutoring Study >
Download Multi-Year Field Study >

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 Think Through 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 Think Through Math had significantly higher 2014 STAAR scale scores than did matched students who did not enroll in the program.”
  • “Think Through Math users at priority and focus schools who were matched with non-Think Through 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 Think Through Math lessons, particularly passing a higher number of target lessons, predicted a higher 2014 STAAR mathematics scale score.”

Download the Entire Memorandum >

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, Think Through Math (TTM) 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 Think Through 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 Think Through 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.”

Read the press release here or or visit the entire report from the Texas Education Agency.

Research Base

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).

Download the Think Through Math Research Study >

97-percent of our clients say they would recommend Think Through Math to a friend or colleague.

Take a guided tour and see why educators everywhere love Think Through Math.

Think Through Math is grounded in rigorous standards and research. Its use of flexible translations among different modes of representation and item formats deepen mathematical understanding.
Dr. Steve Wilson
Johns Hopkins University
Think Through Math helps students understand math on a deeper level. Not only has the program improved student behavior, it has improved student achievement.
Terri Chidgey, Executive Director of School Improvement
North East ISD, San Antonio, TX
We saw impressive gains across the board after using Think Through Math, not only in each grade but at each student’s performance level. The software’s adaptive learning technology makes sure that every student benefits from the right lesson at the right time. Best of all, access to live teachers is invaluable. It’s exactly what these students need.
Robert Cole, Teacher
Beckley-Stratton Middle School
The most important thing I can say is the more time you allow students to spend on Think Through Math, the more math they will learn, and the better your results on the PSSA will be.
Michael Turek, Principal
Frazier Middle School
It is the perfect teaching companion. We see the lights go on every day as students make connections and learn that they can do math.
Dan Ahrens, Technology Coordinator
Southeast Middle School, Diamond, OH

I have used Think Through 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.

Christina Pereira, 4th Grade Teacher
Campbell Elementary School
The most effective tool we can give our students is the ability to think–so they can gain the confidence to succeed in mathematics. We admire Think Through Math because it’s fun and helps students learn how to think and understand the problem solving process.
Dr. Alicia Needham, Director of Instruction
Flour Bluff ISD