Testimonials

Experts and Educators Love TouchMath!

Testimonials

We always enjoy hearing about your experiences with TouchMath. It's one of the reasons we come to work each day. Your comments are also helpful to your colleagues and others looking for ways to improve student math skills.

We invite you to share a personal memory, classroom anecdote, or test results describing how TouchMath has impacted your life and the lives of your students. If we use your story in our catalog, on our Web site or in other promotional material, we will reward you with a TouchMath Kit, poster set or teaching aid of your choice.

Browse this section to see how TouchMath has positively impacted students, educators, experts, and parents around the world!

  • Educators
  • Math Experts
  • Parents & Students
  • TouchMath Adults

Testimonials From Educators

  • Advice from a Preschool Teacher
  • Colorado preschool teacher Michelle Bowers knows that her young students have the capacity and the motivation for higher learning. Equipped with TouchMath Pre-K materials designed specifically for children 3 to 5 years old, Michelle and her students are exceeding traditional expectations.

    "TouchMath materials start out relatively slowly and progress sequentially in easy steps. There are so many fun activities my kids can do successfully. Pre-K kids are ready. Let's challenge them!"

    — Michelle Bowers, Pre-K Teacher, Colorado

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  • Why This Teacher with Dyslexia Counts on TouchMath
  • Dawn Jenkin didn't graduate from high school with her peers. She went through school hearing, "You can't do it, you don't try, you'll never be a teacher." Today she is a successful elementary school teacher. With help from programs like TouchMath, Dawn overcame a lifelong learning disability called dyslexia.

    "When you have dyslexia, you need to use your hands a lot to understand things. Being able to put the TouchPoint system together with math made it easy for me."

    Now Dawn is sharing the systematic, step-by-step TouchMath approach with her students. "It was easy to incorporate TouchMath into my scope and sequence. My first graders are soaring through double- and triple-digit addition, and double-digit subtraction. The second-grade teachers are fighting over my kids."

    — Dawn Jenkin, First-Grade Teacher, Texas

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  • A Visionary Plan for Los Angeles Unified School District
  • In a sweeping move to close the gap in math proficiency between general and special education students, the LAUSD Division of Special Education implemented a district-wide TouchMath intervention plan. Now in its fourth year, testing indicates significant student improvement across all grade levels.

    "TouchMath empowered our students to not only maintain what they were able to do but also to grow and show significant progress. It heartens me to no end that what we've chosen to do for our students has had that kind of impact in such a short period."

    — Meredith Adams, LAUSD Specialist in Elementary Instruction

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  • Free and Easy Training Program
  • TouchMath has an established reputation for being nearly effortless to learn; straightforward for teachers and simple for students. Most attribute this to TouchMath's free and easy training program.

    Educators may borrow our 60-minute interactive TouchMath Training DVD for 30 days and receive a companion Teacher Training Manual, Classroom Sampler and Memory Cue Poster to keep. These tools take you step-by-step through the TouchMath process.

    Just ask second-grade teacher Tracey Miller. "After borrowing the video and viewing it just once, I felt ready to teach TouchMath. It has many places where you can stop and try things out to get comfortable with the material before moving on. I pretended I was a student and worked through the video step by step."

    — Tracey Miller, Second-Grade Teacher, Wisconsin

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  • Math Readiness and Diversity Challenge First Grade Teachers
  • First graders possess widely different levels of math readiness. Some have been to preschool and kindergarten; some have not. Some are from transient or underprivileged households and have fallen behind their peers. The challenge was to help less prepared students catch up quickly while also providing the tools more advanced students need to progress. The TouchMath Program offers both.

    "The TouchMath system works. It works for all levels of students. It's a confidence builder for lower-functioning children and it's a faster way to help advanced students build their speed and comprehension. I'd like to see all teachers using TouchMath starting in kindergarten."

    — Terri Greenwell, First-Grade Teacher, Florida

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  • Texas Teacher Takes TouchMath to Qatar
  • When Alyn Abbs arrived in Qatar to train elementary school teachers, she found herself in a very different place. Although it has the world's fastest-growing economy, this Middle Eastern country is steeped in centuries-old traditions. Her student teachers wear abayas, shaylas and veils, and English is a second language for most.

    "TouchMath has been an invaluable teaching tool. One of my student teachers has a class of fifth-grade boys and she's successfully using TouchMath materials to teach them multiplication and division. I am so pleased to be a part of Qatar's effort to modernize its elementary schools."

    — Alyn Abbs, Math Instructor, Qatar

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  • Fire on the Alaskan Tundra
  • Few teachers can claim the trials met by Sabrina Silvernale, a special education teacher in Hooper Bay, Alaska. When her school was ravaged by fire, the education of 400 Eskimo students was in jeopardy. Advised that TouchMath was the centerpiece of the school's math program, company CEO Jan Bullock donated a complete set of materials to the school.

    "Teachers make extraordinary sacrifices to educate our kids. The story of Hooper Bay, a devastating fire, and Sabrina's dedication to keep teaching inspired us to help."

    — Sabrina Silvernale, Special Education Teacher, Alaska

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  • TouchMath: The Magic Elixir
  • Kennedy Charter Public School in Charlotte, NC, serves a K-12 student population that is high poverty (95%). Many of the students have learning disabilities and the school’s teachers and administrators strive daily to simply keep students at grade level. Despite these challenges, the ultimate goal of the school is ensuring each child earns a high school diploma by implementing innovative and successful teaching strategies and materials.

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  • Bridging the Divide With Visual Cues
  • Diane Painter retired from Virginia’s Fairfax County Public Schools in 2005 as a special education teacher/ technology resource specialist. Now a full-time educator at Shenandoah University, she heads a masters program in special education and trains people to be special education teachers. Each semester, she shares the following story to her pre-service teachers…

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  • TouchMath Brings Big Smiles to Little Faces
  • TouchMath has played a consistent and integral role in Deb Erne’s curriculum implementation for more than 25 years. Having taught in many educational settings with several student populations throughout her tenure as a classroom teacher, Deb is eager to tell fellow educators about the impact TouchMath has had on her students. Currently a kindergarten teacher at St. Peter School in Huron, OH, we recently caught up with Deb to find out first hand why she feels so strongly about TouchMath. On display was a passion for education and a selfless dedication to see her “little ones” succeed.

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  • Success Using TouchMath with Students with Dyscalculia
  • Sharon Bergman works as a Special Education teacher in an elementary school in the Stamford Public Schools in Stamford, Connecticut. This fourteen-year veteran is currently in a resource room setting for 2nd and 3rd grade identified students. Sharon has two Masters Degrees. The first one in Elementary and Special Education K-12 and the second one in Special Education Inclusion.


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  • Bryan's Story
  • I have been teaching children with special needs for 30 years and for over half of them, I have been delighted with the success my students have had in math using Touch Math. I have led workshops for other teachers and have introduced the concepts to many parents. Thinking back to one success story, I decided to share with you "Bryan's Story". I do not know what happened to him after 5th grade, and I often wonder. . . but I congratulate you on your products, concepts, and teaching methods. I remain a veteran Believer. Carolyn White, Ocala, FL


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  • Above Grade Level: An Administrator's Dream Comes True
  • Students at the Monticello Academies in California excel in math…and their test scores prove it! Kindergarteners test at the first-grade ninth-month level; first-graders at the third-grade fifth-month level; and second- and third-graders at fourth-grade levels. "The (process) was quite simple. We talked about TouchPoints and how to use them, and then we let the children try. They just went at it and loved it! They picked it up in less than a minute."

    — Trinh Trinh, Academy Director, California

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  • The Sparkling Eyes Test
  • Linda Campbell begins every school day intensely aware of teaching standards and performance testing. As a veteran math coach and teacher for 27 years, she knows that educators are being held accountable — now more than ever.

    "Teachers using TouchMath are finding that the skill levels of all their children increase dramatically. They're able to present material at a faster rate. They can build a skill and go on to higher level materials."

    Linda reflects on the rewarding moments when students finally have a math breakthrough. "To see them light up and their eyes sparkle. They have success. They know they can do this."

    — Linda Campbell, Math Coach, California

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  • Principled Principal
  • When an entire school's faculty works together toward a common goal, chances are everyone will benefit. Second-grade teacher Patricia Mosher and school principal Madge Larrimore introduced TouchMath at all grade levels from kindergarten through sixth grade at their elementary school in upstate New York.

    This powerful commitment to continuity drew teachers and students together in an area torn apart by economic problems.

    "We've talked about what we'd like the kindergarten and first-grade teachers to do. By the time the students get to the second and third grades, they're going to understand math because they've used TouchMath."

    — Patricia Mosher, Second-Grade Teacher, New York

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  • Seeds of A Teaching Legacy
  • This is the story of one remarkable family, one Ohio school, three amazing teachers, and a legacy that spans over four decades. Since 1966, three generations of the Kiste family have taught at Osborn Elementary School in Ashland, Ohio: Grandma Joyce, daughter-in-law Debby and granddaughter Jen. Together they have witnessed the transformation in math education. When Grandma Joyce Kiste started her career, math was a rote process. Students rehearsed and memorized facts. An intuitive, multisensory math program like TouchMath didn't exist.

    "Today, teachers are able to introduce a greater variety of classroom strategies. We don't all need to solve problems the same way, as long as we understand the concepts and get to the correct answers."

    — Debby Kiste, Teacher, Ohio

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  • Dipping Into Your Own Pocket
  • A versatile teacher from La Promesa Elementary School near Albuquerque, New Mexico, Karen Earwood has taught every grade level including high school. And, she has used TouchMath throughout most of her diverse career. Like so many of her colleagues around the country, Karen has purchased supplemental educational materials with money out of her own pocket. Is TouchMath worth the investment?

    Karen Earwood thinks so.

    "TouchMath is one of the best values out there. You buy what you need; and because of the reproducible masters, you don't have to keep reordering."

    — Karen Earwood, Teacher, New Mexico

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Testimonials From Math Experts

  • Build Confidence
  • Innovative Learning Concepts Inc.(ILC), creators of TouchMath, first interviewed Mary Todd Allen several years ago when she was a Special Education Instructor at Winston-Salem State University. Mary is currently the transition coordinator for the Winston-Salem Forsyth County School District. Still an enthusiastic TouchMath supporter, Mary recently requested training for 30 teachers and is implementing the program in her district.

    "Student teachers need strategies they can use right away in the classroom; something easy to learn. They need a way to build confidence as instructors and help children at the same time. TouchMath is a phenomenal discovery for tactile/kinesthetic learners. It's also a great confidence-builder for new teachers.

    — Mary Todd Allen, Transition Coordinator, Winston-Salem Forsyth County School District, North Carolina and former instructor at Winston-Salem University

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  • The Power and Beauty of Mathematics
  • As testing standards increasingly influence teacher assessment, Dr. Germaine Taggart stresses the importance of learning several approaches to teaching math. Taggart, who chairs one of the most successful teacher education programs in Kansas, encourages new ways of thinking.

    "TouchMath has stood the test of time because it is a viable supplement to any program in the schools and my students need to know about it."

    "I actually see multiplication as the true strength of the program. When I was teaching in the public school system, I knew TouchMath worked for addition and subtraction. If I had been aware then that I could use sequence counting to support multiplication and division, many of my students would have benefited."

    — Germaine Taggart, Chair, Education Department, Ft. Hays State University

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  • TouchMath is Based on Sound Research
  • A leading Alabama author and educator, Beth McCulloch Vinson uses TouchMath to help teachers and their students overcome math-learning obstacles.

    "Many of my undergraduate students come to me with math anxiety. The challenge is to help them overcome that anxiety while showing them how to teach math to others. The jewel of my course is when they realize that they've learned math while learning to teach it."

    — Beth McCulloch Vinson, Associate Professor, Elementary Education, Athens State University; Chair, Lawrence County Board of Education; Superintendent, Super Summer School Program at Athens State University; former board member of the Alabama Journal of Mathematics and vice president of the North Alabama Council of Teachers of Mathematics; author Mathematics in the Preschool and Primary Grades.

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  • The Alphabet of Mathematics
  • Educational specialist Dr. Paul Shoecraft has been a proponent of the TouchMath Program for over three decades.

    "Failure in mathematics begins with the number facts. We expect students to memorize all 390 of them. Such a standard ensures failure for all but a handful of students. TouchMath students are never shaky on the number facts. If students remember a fact, they write it down. If they don't remember it, they figure it out. They never guess! TouchMath is a dictionary for the number facts.

    "The number facts are too fundamental to success in math to be entrusted to memory alone."

    — Paul Shoecraft, Ph.D., University of Houston

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  • Sequential Presentation of Concepts
  • Dr. Brian Grabert is a board certified pediatric neurologist who specializes in child development. In addition to serving patients in the Rocky Mountain region for several decades, Grabert has been a consultant and medical director for several prestigious organizations. His research in the area of Attention Deficit/Hyperactivity Disorder has been widely published. Below he comments on the educational components inherent in the TouchMath Program.

    "Treatment and educational programs produce the best outcomes when they teach skills in a series of simple, sequential steps; engage the child's attention in structured activities; build on a child's interests; and reinforce behavior."

    - Dr. Brian Grabert, Pediatric Neurologist

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  • Moving Toward Inclusion
  • Dr. Poonan Dev brings a unique perspective on education to Nazareth College in Rochester, New York where she is a professor of education. A native of India, Dev had first-hand experience with that country's rigid teaching methods.

    Today, she is part of the movement in the United States and India toward inclusive education — creating a classroom setting that provides equal instructional opportunities for every student. To accomplish this, Dev believes teachers need strategies like TouchMath.

    "TouchMath is a useful teaching tool. It has been developed by former teachers, thus giving it a lot of credibility. Providing kids with hands-on learning opportunities is always helpful."

    — Poonan Dev, Ph.D., Professor, Nazareth College, New York

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  • Helping Kids Raise Test Scores
  • Dr. David Cihak instructs his education students at the University of Tennessee in TouchMath because it is a teacher-friendly alternative approach that works in general classroom, special education and intervention settings.

    "TouchMath is effective for helping kids raise math test scores. More importantly, students are learning basic computational skills, and even more advanced word problems and problem-solving."

    — David Cihak, Ph.D., Professor, University of Tennessee, Knoxville

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  • Easy To Teach: Quotes From a University Instructor
  • Dana Dodson teaches Elementary Math Methods at Indiana University, Northwest. She is a proponent of TouchMath because it reflects how children think. And no wonder. The system was developed 30 years ago by TouchMath Founder Jan Bullock (then a classroom teacher) and her sixth-grade students.

    "Teachers must learn how children think. You can't teach unless you understand how your students are thinking. Teachers will be won over as soon as they get TouchMath into their classrooms and see how kids really benefit from this system."

    — Dana Dodson, Instructor, Indiana University, Northwest

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  • TouchMath Colleges and Universities
  • Some of the universities and colleges that have taught TouchMath.

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Testimonials From Parents & Students

  • TouchMath Gave Us Hope
  • Graham Mongin knows how it feels to be a child with a learning disability; how it hurts to be different and unable to please adults with the right answer. With his mom, Tammy, by his side and TouchMath at his fingertips, Graham has overcome his math-learning barriers.

    "TouchMath gave Graham something that had been missing. It gave him the opportunity to improve. It gave my husband and me hope that Graham could learn to add, subtract, multiply and divide."

    — Tammy Mongin, Parent

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  • Finding Common Ground
  • Steve has a learning difference associated with autism. Understanding math had always been a struggle for him. Now Steve is flying through his division worksheet with the same enthusiasm he radiates on the playground. The correct answers are no longer mysterious to this confident, independent fifth-grader.

    "I introduced TouchMath, which gave Steve several ways to learn. We used the games and activities to build confidence and increase his attention span. TouchPoints provide a tangible way of understanding instead of just memorizing facts using abstract concepts."

    — Special Education Teacher Lori Michalak

    "I like math because I'm good at it and it's fun," says Steve.

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  • The Secret
  • This is a story of how thousands of children overcame the difficulty of understanding numbers during a time when rote fact memorization was the only accepted path to success. Without telling anyone, these frustrated children created ways to put invisible dots on numbers. It was finger counting without fingers.

    Dianne Noble was one of these inventive students. Today, she is teaching her son Blake a much simpler way to achieve math competence using TouchMath.

    "It is wonderful that you are giving teachers and parents the ability to find other lost children and help them through the confusion and isolation that can leave them feeling so alone."

    — Dianne Noble, Parent

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  • On Becoming An Award-Winning Math Presenter
  • Second-grade student Karissa struggled with memorizing facts and feared the daily flashcard drills. "It was hard for me, and scary," recounted the child. Luckily Karissa's second-grade teacher was an enthusiastic TouchMath practitioner who helped her students master the TouchMath approach.

    Karissa's math skills soared. The now confident youngster went on to win first place for her 4H Club presentation about TouchMath.

    "I learned to like math and I wanted everybody else who was listening to know how to do it too, so they would like math and be confident about themselves."

    — Karissa, Second-Grade Student

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  • Cultivating Happy Math Memories
  • “I hate math!” This definitive, yet all too common statement resonated through the Tuttle house each and every time Emma began her daily lesson in mathematics. Emma is the last of four children to be schooled by her mother, Donna, in their Central Connecticut home. She is 14 years old, and as a child with Down Syndrome, math has not come easy for her.

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  • It’s Easy, Let Me Show You
  • “To provide a customized therapeutic/educational experience to help every child achieve their full potential in life.” So goes the mission statement of the Arbor School of Central Florida, a school that offers a sensory-based curriculum ideal for children with Autism, Down Syndrome, PDD, and other exceptionalities.

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  • TouchMath Fan for Life
  • Jayden, who's in third grade, is a very bright and articulate child who struggles with math. Many tears were shed by Jayden and his mother while they fought their way through math homework until they stumbled across TouchMath that "changed the game for good!".

    — Carol R. Moore, Parent and TouchMath Fan for Life!

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  • Military Family Deals with Relocation
  • Growing up in a military family meant that Daylan Stephens moved frequently —from Thailand to Florida, California, Korea and England. Not only was it difficult for her to make new friends and acclimate socially, learning and retaining math was almost impossible. That is, until she learned TouchMath.

    This globe-trotting family found a safe learning harbor in TouchMath's intuitive multisensory learning method. In a sense, it kept them together in one location... a place called "Math Mastery."

    "It was like the sun came from behind the clouds. We started during the summer between third and fourth grades. TouchMath gave her the boost she needed to feel good about herself and things just kept getting better."

    — Emily Stephens, Parent and Substitute Teacher

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  • When Mom is the Mentor, Learning Methods Matter
  • Susan Aherns was skeptical about how well any math teaching approach would work for her son Danny who had been diagnosed with an autistic spectrum disorder. She also faced the additional challenges of homeschooling, which involves two learners: the parent and the child.

    "TouchMath immediately clicked with him. It's a reliable and revolutionary program for approaching mathematics. In teaching children with autism, you have to break down learning into the smallest steps. TouchMath offers a sequential process to follow. It's so intuitive that I'm not afraid of teaching him, and it's definitely a stress reliever for me."

    — Susan Aherns, Parent

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  • When TouchMath Became Personal
  • While attending a TouchMath seminar, teacher Linda Stewart discovered something life-altering. Her reaction was professional … and profoundly personal.

    Natalie, Linda's then 6-year-old daughter, couldn't stomach math. "Her tummy hurt when it was time for math, and sometimes she didn't want to go to school." Following the seminar, Linda decided to introduce TouchMath to her daughter and her students. The transformation was dramatic.

    "Students catch on quickly with TouchMath because they aren't just looking at a flashcard with a plain 3 on it. It's a 3 with 3 dots – it's a quantity of 3. My students see numbers, say numbers and touch numbers. TouchMath is what students need to use when beginning their career in numbers."

    — Linda Stewart, Parent and Teacher, Texas

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Testimonials From TouchMath Adults

  • 30 Years Connecting . . .
  • Alicia Economou still remembers when she was 5 years old and taught her grandmother about TouchMath. Alicia, now a college graduate, recalls," I understood TouchMath well enough to explain it to an adult."

    "Grandma" is Barbara Economou, at that time a kindergarten teacher in Southern California visiting her granddaughter in the Bay Area. Barbara subsequently passed TouchMath on to her colleague Diana West who passed it on to teacher Lisa Franco.

    "I think it's exciting that just from talking with my grandma, TouchMath made it down to southern California and now tons of kids are using it.

    "Now that I'm entering the field of child development, my experiences with TouchMath remind me how instrumental even simple, everyday interactions can be when you're working with children."

    — Alicia Economou

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  • My Dad, The Banker, TouchMath and Me
  • Early parental involvement and a family commitment to education have paid off for Claire Darby who recently graduated Magna Cum Laude from Boston College. Claire's dad had introduced her to TouchMath as a preschooler.

    "Both of my parents were involved in teaching me to read and learn math, and it makes sense that my dad (a bank president) wanted to teach me TouchMath. It was a good fit.

    "I thought TouchMath was a fun way to learn basic math concepts. TouchMath gave me the background I needed before starting school. It took the pressure off and gave me a sense of confidence."

    — Claire Darby

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  • A Step Ahead
  • While his mother was visiting with a neighbor in the hallway of their apartment building, Micah Strand started babbling, as toddlers often do: one-four-two … 142.

    Micah was barely old enough to walk, let alone talk; yet he had just correctly transformed abstract symbols on an apartment door into the correct spoken numerals.

    This wasn't a complete surprise to his mother who had been using TouchMath sequences to help him count aloud well before some children learn "ma-ma" or "da-da." Micah had learned to add and subtract by the age of three.

    "Because I was a step ahead in elementary school, I jumped ahead in junior high. Then I was able to move ahead in high school and college. I attribute much of my academic success and confidence to learning TouchMath at an early age."

    — Micah Strand, Graduate Student

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  • Successful Engineer Still Keeps TouchMath in Her Comfort Zone
  • After running into trouble with speed multiplication, Meghan Strand started to hate math. One day the gifted student flatly told her mother that she was finished. She wasn't interested in math anymore; she was just 8 years old.

    What transformed a frustrated child into a confident engineer, a woman pursuing one of the most difficult quantitative professions in a world dominated by men? She learned TouchMath multiplication using sequence counting.

    "I remember bright colors and 'friendly math.' I remember the TouchPoints. TouchMath made it fun. Even today I revert back to TouchMath in high-stress situations when I need to take a deep breath and get into my comfort zone."

    — Meghan Strand, Supervisor, U.S. Geological Survey

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