Program Description
Innovamat’s core curriculum, Thinking Math!, is a PreK-8 mathematics program grounded in socio-constructivist principles. It aims to develop conceptual understanding, mathematical fluency, problem-solving, and mathematical reasoning. The curriculum is built around research-based learning progressions, a Concrete-Pictorial-Abstract model, and rich mathematical activities designed to connect concepts, interleave and space practice for long-term retention, and provide meaningful contexts for learning. Teachers receive detailed lesson guides, access to a digital platform for lesson planning and progress monitoring, a set of manipulative materials, student logbooks, and an adaptive student application for individualized practice. The program includes ongoing professional development and coaching from dedicated math content specialists.
Program Outcomes
The impact of Thinking Math! was examined in a matched study involving 455 Grade 2 and Grade 3 students from three schools in two New Jersey districts, matched to 455 comparison students from 17 districts across New Jersey, over two school years (2023-24 and 2024-25). After two years of implementation, students using Thinking Math! scored significantly higher in mathematics than comparison students on the LinkIt! benchmark assessment (effect size = +0.24). Effects were stronger for students who started in Grade 3 (effect size = +0.28) than for students who started in Grade 2 (effect size = +0.01). These results qualify Thinking Math! for a Promising evidence rating.
Staffing Requirements
The program includes resources and professional learning support. Each school is assigned a designated on-site instructional coach who is a math specialist and supports with implementation monitoring as well as professional development and coaching. Teachers participate in curriculum-based training in math education throughout the year as well as ongoing coaching in the form of modellings, observations and feedback sessions.
Professional Development/Training
PD/training varies depending on school availability, but it typically includes:
- One-day in-person onboarding (first year only), including an overview of the program as well as training on the basic principles of math education behind the curriculum, such as the CPA model, domain-specific learning trajectories or formative assessment in math.
- Site visits per year (depending on district size) for job-embedded coaching, including classroom modellings, observations and feedback sessions
- Remote monitoring and support through virtual check-ins for both teachers and admins.
Technology
● In the classroom:
○ Technology hardware for teachers: Projector and computer for PowerPoint presentations, access to internet
○ Optional but recommended for students: internet on any modern device and O/S, including computers, Chromebooks, and tablets to practice on their individualized practice app — smartphones are not supported since the screen size is too small. 1:1 devices are recommended from 1st grade onwards, but adaptations are possible and printed practice alternatives are available.
● Outside of the classroom:
Optional, but recommended for teachers: computer and access to internet to access the classroom manager (to see students’ progress reports, prepare/plan the class, watch training capsules, etc.). Printed teaching guides are also included.