Program Description
Imagine Learning Illustrative Mathematics (IL Illustrative Math) is a problem-based core curriculum for K–12 students. It is designed to be used in face-to-face, student-led, whole group instruction. It provides conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. Students learn by doing, working their way through problems in both mathematical and real-world contexts and constructing arguments using precise language.
Program Outcomes
Illustrative Mathematics (IM) has three qualifying studies. The first is a matched study involving over 3,000 students across multiple elementary schools in a large suburban district. Student achievement was measured using the Galileo Comprehensive Assessment System (GCAS) and the Missouri Assessment Program (MAP). While no differences were found on GCAS for grades 3–5, significant positive impacts were found on the MAP (effect size = +0.38), earning Imagine Learning Illustrative Mathematics a Moderate evidence rating. Subgroup analyses indicated that special education and economically disadvantaged students using IM significantly outgained their comparison counterparts.
The second study was a retrospective matched evaluation involving 251 IM users and 251 matched non-users in grades K–4. Results showed that IM users significantly outperformed non-users on the Acadience math assessment (effect size = +0.13). In addition, second-grade IM users outperformed matched non-users on the NWEA MAP Growth math assessment (effect size = +0.42), though no differences were found for fourth-grade students on a state math assessment.
A third quasi-experimental study examined implementation in a small urban district in Iowa with over 4,400 students in grades K–5. Results showed directionally positive impacts on FastBridge earlyMath (effect size = +0.10) and aMath (effect size = +0.04). Subgroup analyses showed significant positive impacts for students with disabilities and Black students on earlyMath, and for Grade 3 students and students with disabilities on aMath. No meaningful differences were found on the state math assessment.
Across the three studies, the overall average effect size is +0.10.
Staffing Requirements
Each implementing classroom needs one instructional teacher. No additional staffing is required.
Professional Development/Training
In addition to support from the Customer Success team, Imagine Learning offers various virtual and on-site professional learning for teachers and administrators. Sessions for teachers and administrators include learning how to use the Imagine Learning platform training and Illustrative Mathematics curriculum training (the latter varies by grade level and district needs).
Technology
The curriculum requires networked computers with mice or tablets and access to the digital platform (though not required as print materials can be purchased by the district).
Implementation Notes
In one study from 2023 (Cook et al.), participating K- 8 teachers (n = 227) from 20 schools responded to a survey, with 86.7% recommending the curriculum to others, finding it to be effective compared to previously used curricula. Respondents noted the program required a good deal of preparation but was “worth it,” as they received adequate professional development prior to implementation, as well as ongoing support. They also largely agreed that the program improved student motivation to persist, challenged them appropriately, and encouraged high-level discussions in math instruction.