Where Math Education Adds Up

In mathematics education, the middle schools in the United States face two related needs: to enact high-quality and clear curricular goals for students and to accurately evaluate student progress. Teachers and students must have a simple, transparent, and constant means to guide and assess learning in classrooms all year. This digital learning system needs to be able to instantly access learning targets and to determine their levels of progress towards obtaining those targets. The solution to this problem is Math-Mapper™.

We scaffold success for all by providing:

• The pioneering learning map, with its underlying learning trajectories,
• Coordinated links, to materials curated by expert teachers,
• Diagnostic assessments, administered and scored in real time

“Parents and students usually don’t understand what the CCSS-M says. [MathMapper] is going to be a great benefit to the community that is trying to support a kid.” (a middle grades teacher)

Built around just nine big ideas for middle school, the map provides a framework for:

• what students need to learn,
• where to learn it, and
• how well they understand it.

Being able to see the progression of learning through each grade level and the standards makes it easier to see what students should already know and where they need to go.” (a middle grades teacher)

One size does not fit all, so our diagnostic assessments enable teachers to focus on precisely what a student or group of students need. Students become partners — of their teachers, and of each other — in learning, because the conceptual problems foster opportunities for rich formative practices.

“This is such an incredible resource for diagnosing kids wherever they are“ (a middle grades teacher)

With MathMapper:

• Groups of teachers study the foundations of student thinking in the learning trajectories.
• They witness how teaching strategies affect student performance.
• They learn to listen to student ideas and find effective bridges to the big ideas.

“At first I did not see the purpose of the LT, but once I used the assessments in class, I saw how to leverage better understanding.” (a middle grades teacher)