RESEARCH 

Independent Research Supports TouchMath Methodology

A growing body of independent, primary and secondary research continues to validate the fundamental principles of the TouchMath system and point to a common conclusion: TouchMath's multisensory approach and sequential strategy improve student math comprehension and mastery.

A selection of our research is available below for you to download and print. You will need Adobe Acrobat Reader (free download) to access this material.

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Touching Points on a Numeral as a Means of Early Calculation: Does this Method Inhibit Progression to Abstraction and Fact Recall? Beth McCulloch Vinson, Ph.D.

This study addresses the infrequent, yet important, concerns raised by teachers regarding student reliance on TouchPoints in middle grades and beyond. Are these children too old to be relying on TouchPoints? Should they be moving away from this "crutch"? Vinson found answers to these questions through a thorough investigation of research literature. Her work demonstrates the link between important foundational research and the principles of the TouchMath Program. The paper concludes that: TouchMath is based on the soundest research — from the foundational writers such as Piaget and Bruner to today's leading experts The TouchMath Program is a scaffold or instructional support that students can move away from when, and if, ready Working on the concrete level does not inhibit the development of mental strategies, or inhibit students from moving to the abstract level Just as some people need eyeglasses to see, some students may continue to count the TouchPoints in order to "see" mathematics. Students still using TouchPoints in the later grades may not have any other support mechanism and might otherwise "shut down" The few older students who need to use TouchPoints as scaffolds should not diminish the credibility of the method itself. In fact, this should lend to its credibility, since these students may not have any support system without the use of TouchPoints Research involving 722 adult respondents, who are successful at higher mathematics, shows that counting and using strategies such as those presented by TouchMath have provided an important foundation for their success In summation, the study states, "Although it is commendable for teachers to worry about student progress, that worry may be unnecessary.

TouchMath: An Intervention That Works Debbie Mays

This study demonstrates the improvement in second-grade students' math computational skills with single-digit addition using TouchMath. Researchers advocate that students with learning disabilities, particularly in math, require engagement in learning with application, plenty of feedback, and teaching that correlates with personal learning style. TouchMath provides these strategies with engagement, feedback, and multisensory methods. The study shows: Use of the TouchMath strategy increases computation skills and additionally promotes a computation strategy that students use independently. Seventeen of 34 students met the goal of 100% improvement on computation tasks. Decreasing errors as students learn the TouchMath strategy and continued use of the program improves student motivation and test scores. Knowledge of TouchPoints allows ease of use and faster timed scores.

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.

The Effectiveness of the TouchMath Curriculum to Teach Addition and Subtraction to Elementary Aged Students Identified with Autism David Berry, Ph.D.

This study examines the effects of teaching TouchMath to a small group of students diagnosed with an autistic spectrum disorder. The influence of the TouchMath Program was viewed longitudinally over two school years. Pretests, posttests and work samples were used to evaluate student progress. The results indicate: TouchMath leads to an increase in math fluency with students averaging a three-year gain in addition and subtraction skills TouchMath is the only alternate system that uses TouchPoints and it is the use of the TouchPoints that proved to be the key to student success TouchPoints allow the students to focus on the numeral and work math problems without looking away from the paper In his conclusion the author states, "Children with autism are best served using TouchMath as it has been proven an effective curriculum for this population."

How Effective Is TouchMath for Improving Students with Special Needs Academic Achievement on Math Addition Mad Minute Timed Tests? Zeda G. Wisniewski, M.A. Denise Skarbek, Ph.D.

The purpose of this action study was to determine if integrating TouchMath into the math curriculum would improve achievement scores in third and fourth graders with special needs. Students were instructed in TouchMath for 14 weeks. During this period, timed tests containing 40 addition problems were administered weekly. All students who participated in the study improved significantly in both speed and accuracy from pretest to posttest, leading the researchers to conclude that TouchMath is effective for this population. Furthermore, students observed were able to retain skills over spring break.

The TouchMath Program and Its Effect on the Performance of First Graders Lyn Strand, MA, MA, CCC-SP

To conduct this study, Strand established experimental and control groups of first-grade children. Group 1 teachers were instructed on the use of the TouchMath system. Children in their classrooms were exposed to the method in addition to their standard Addison Wesley textbook series. Group 2 teachers taught their first-grade children mathematics in the same manner they previously had, using Addison Wesley only. Results of the study indicated: The TouchMath Group 1 performed far more capably with 80% accuracy on the assessment worksheet. Group 2 achieved 44% accuracy Group 1 performance exceeded basic first-grade standards for expected computational skills and children were reported to enjoy math and problem solving Because of the nature of TouchMath (rapid performance and easy to grasp) students had more time to apply and practice their newly-learned skills

TouchMath National Educator Survey Susan Grattino, MBA

Innovative Learning Concepts Inc, creators of TouchMath, conducted a national survey in the spring of 2004, with results collected from over 3500 respondents involved in the field of education. Observed student improvements attributed to the use of TouchMath include: Better computational skills Consistently correct answers More confidence in the area of mathematics and problem solving Educators also noted an increase in student self-esteem and ability to work independently. 99.8% of all respondents stated that the TouchMath Program has been an effective supplement to their math instruction.

Using TouchMath to Improve Computations Amanda C. Rudolph

This paper discusses the results of a one-week intervention that focused on teaching TouchMath basics to third-grade students in an effort to increase their speed and accuracy in computation. Computations with single-digit addition and subtraction and up to three or four digits in addition and subtraction with and without regrouping were tested. Student attitude, student achievement, and teacher attitude and skills were evaluated. "The TouchMath strategies seem to help all students regardless of their math ability...students in EC (Exceptional Children), those receiving Title I services, as well as those in AIG (Academically-Intellectually Gifted)." The study also concludes that the majority of students find TouchMath useful, while the simplicity of the program makes it easy to teach.

TouchMath Intervention vs. Traditional Intervention: Is There a Difference? University of California West Los Angeles Dean Dulgarian, B.A., M.A., J.D.

Both TouchMath and traditional intervention methods were tested using fourth and fifth graders enrolled in the Special Education Resource Specialist Program. Adding and subtracting with and without regrouping was the targeted math skill measured in pre- and posttesting. The data indicates that TouchMath is a more effective method for teaching students with mild learning disabilities and concludes that TouchMath students: Are able to solve math problems faster and more accurately than their counterparts Demonstrate a more confident demeanor

Effects of a Multisensory Approach on Grade One Mathematics Achievement Joanne M. Bedard, M.A.

This paper examines the hypothesis that first-grade students taught addition through a multisensory approach show higher mathematical achievement than those who are not taught through a multisensory approach. A propensity of research states that each student has his own way of processing and retaining information and that teachers need to include in each teaching presentation at least three basic learning modalities (auditory, visual, and tactile) as recommended in the TouchMath Program. According to the study, teaching addition to first graders using TouchMath results in a significant increase in mathematical achievement. Furthermore, students with disabilities develop a positive attitude toward computation because TouchPoints allow them to mentally compute like their peers.

Multisensory Mathematics for Children With Mild Disabilities Kristen S. Scott Reprinted from Exceptionality, 4(2), 97-111

The researcher examined the effects of using a multisensory program in teaching addition and subtraction skills to students with mild disabilities. Target skills included adding two-digit numbers with regrouping, adding columns of two-digit numbers with regrouping, subtracting single-digit numbers from numbers up to 18, subtracting two-digit numbers with regrouping, and subtracting three-digit numbers with regrouping. TouchMath was selected for this study because it uses multiple modalities to address learning differences. Also, it does not require students to have math facts memorized, but rather seeks to facilitate the acquisition of these facts. Results show positive implications for both special education and general education students including: Significant gains in acquisition of the targeted skills Ability to maintain mastery-level performance of all skills Ability to generalize the TouchMath strategies and apply these to novel math problems An interest in using the TouchMath Program, particularly in mainstream classes Scott's work supports previous research (Sawands, 1982; Thornton et al., 1983; Thornton & Toohey, 1985; Zendel & Pihl, 1982) that validates the positive effects of a multisensory approach, such as TouchMath, with some students with disabilities.

TouchMath Supplemental Information
	This package contains a variety of articles from university professors, quotes from referenced sources using and researching TouchMath, a partial listing of universities and colleges that are including or have included the TouchMath approach in their classes for future teachers, and additional resources for finding information on the TouchMath Program.

Labels Needn't Stick: "At-Risk" First Graders Rescued With Appropriate Intervention Poonam C. Dev, Nazareth College of Rochester, Beverly A. Doyle, Creighton University, Barbara Valente, Pittsford Central School District, Pittsford, New York

The Orton-Gillingham and TouchMath systems of instruction were implemented to improve language and mathematics skill development for 6- and 7-year-olds in a first-grade classroom. After two years of intervention, the students who had been considered at-risk in reading and mathematics at the beginning of first grade were no longer in need of special education services at the end of second grade. All the participants showed marked improvement in reading scores on the WRAT-III and 75% of the participants scored above grade level in arithmetic The students were able to maintain the gains made in reading, spelling and mathematics achievement

Multisensory Materials in K-3 Mathematics: Theory and Practice Jenny Rains, Robert Durham, Ph.D., Catherine Kelly, Ph.D. University of Colorado at Colorado Springs

Researchers at the University of Colorado at Colorado Springs conducted a comprehensive literature review and nationwide survey to ascertain teacher practices and attitudes regarding multisensory materials and supplemental math materials at the elementary school level. Survey participants included kindergarten through third-grade teachers randomly selected from all elementary schools in the United States. The data supports the following conclusions: 94% of teachers incorporate multisensory techniques into their math lessons often or very often 86% of teachers surveyed who have used TouchMath have or will use it again Teachers perceive supplemental materials and multisensory materials to be appropriate for both general education as well as special education Furthermore, this research supports the importance of exposing teachers to supplemental materials as part of their training, either in college or in continuing education seminars. Following the publication of this paper, phase 2 of the study began. It will examine statistics of usage by teachers who responded to the survey.

A Quantitative and Qualitative Study of a High-Performing Elementary School in Mathematics - Does TouchMath Contribute to Overall Mathematics Achievement? Dr. Robert Michael Jarrett, Dr. Beth McCulloch Vinson, Athens State University, Athens, Alabama

This paper discusses a study conducted with a randomly chosen, high-performing elementary school (as indicated by standardized mathematics scores) and its teachers' perceived beliefs about the TouchMath Program. The teachers were asked to respond to these questions: How long have you used TouchMath? How often do you use TouchMath? What is the duration of each use of it? Do you use TouchMath for all or part of your students? Have students using TouchMath benefited in learning overall math skills and processes? Describe. What are the strengths of the TouchMath Program? Responses show: Teachers in a high-performing elementary school think that TouchMath plays a significant role in mathematical understanding The program is used consistently throughout the grades and provides a scaffold for learners across the continuum of remedial, regular and enrichment education Teachers believe that TouchMath helps students to understand and compute mathematics more fully Teachers believe TouchMath is a powerful program regardless of student achievement level or age

The Effectiveness of the TouchMath Program with Fourth-and Fifth-Grade Special Education Students Nora D. Green, Master of Science in Special Education, Special Education Teacher

This action research study investigates whether or not TouchMath used as a supplement to the Everyday Math program is an effective tool in increasing special education students' math achievement. Fourth- and fifth-grade students used the TouchMath Program over a four-week period. Pre- and posttests were given to the students, both teacher made, and TOMA-2 (Test of Mathematical Ability 2nd Edition). Survey participants included kindergarten through third-grade teachers randomly selected from all elementary schools in the United States. The data supports the following conclusions: A significant increase was seen in test scores An extremely positive increase in students' behavior was demonstrated, as well as improvement in work completion, and self concept Students also showed a decrease in avoidance behavior and frustration

Effects of the TouchMath Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities Dale Fletcher and Richard T. Boon, The University of Georgia; David F. Cihak, The University of Tennessee

Published in the Education and Training in Autism and Developmental Disabilities report, this study monitored the progress of three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities). The students were taught how to solve single-digit mathematics problems using TouchMath and a number line. Results indicated that the TouchMath strategy was more effective and efficient in teaching students' single-digit addition problems compared to the use of the number line.