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