A Foundation Research Base for the TouchMath Program

Beth McCulloch Vinson, Ph.D.

This paper examines the relationship between TouchMath and an extensive body of research in the fields of psychology and education. It presents a foundational base for implementing the TouchMath Program including:

  • Bruner's research of the concrete, pictorial and abstract levels of representing knowledge
  • Vygotsky's research on scaffolding and the zone of proximal development
  • Skemp's research on procedural versus conceptual understanding
  • Gardner's research on frames of intelligence

The study also discusses ways that TouchMath helps children with numbers, numerals, number words, counting, cardinal numbers, numeration skills, recalling basic facts, communication, addition, subtraction, multiplication and division. It presents the ways that TouchMath fosters transition to more advanced skills and to traditional curriculum materials.

Finally, the paper reviews how the TouchMath Program meets NCTM (National Council of Teachers of Mathematics) and NAEYC (National Association for the Education of Young Children) standards and guidelines.