School-Wide Math Success using the Math & Movement Program in North Carolina

Davidson K-8 School

Public Elementary School
Davidson, North Carolina
Charlotte-Mecklenburg School District

Kindergarten through Third Grade Classroom

School-Wide Study

End-of-Year Measure of Academic Progress Scores

Program Evaluation Tools

Spring 2017

Final Program Report

Study Focus: Closing Achievement Gaps with Movement-Based Math Tools

The mission of the project was to improve the mathematical understanding of the diverse population of 706 K-5 students at Davidson Elementary. Their goal was to provide continuous and excellent child-centered instruction and improve individual student growth across all demographics and academic levels.

Davidson Elementary was awarded a grant in 2017 and used funds to purchase Math & Movement materials. Ms. Mason helped teachers integrate these materials into daily lessons, math stations, and during transition times in the hallway. Throughout the school year, they tracked students’ academic progress. The project served mostly third-grade classrooms and several K-2 classrooms. Their goals were to decrease the gap in student achievement of their subgroups, address student weaknesses, build student strengths, and guide every child towards a path of academic success for the next grade level.

Challenges

New Curriculum Integration: Their school district's adoption of a new math curriculum that same year made it challenging for some teachers to fully embrace and integrate the kinesthetic program, as they were already working to adapt to the new curriculum.

Solution

Various Math & Movement floor mats and banners including

Skip Counting by 2s Mat (0-20 Numberline)
Skip Counting Mats
Skip Counting Banners

Approach for Third Grade

In two of the third grade classroms (43 students), they implemented the program consistently with teacher instruction and lessons throughout the school year - Cohort A. Lessons, math stations, interventions, and math warm-ups were done regularly using the materials with all students.
Two other third grade classrooms (40 students) used the program inconsistently and more as a resource to enhance student learning - Cohort B. Floor mats and wall banners were available to students, but with less explicit instruction.
The remaining third grade classrooms did not participate in the project (40 students) - Cohort C.

Results for Third Grade

The End-of-Year MAPS (Measure of Academic Progress scores) for each Cohort Group of third graders is listed below. The data represents the number of students who met or exceeded their projected RIT score (A RIT score is an estimation of a student’s instructional level and measures student progress or growth).

Significant Growth in Cohort A : In the classrooms where Math & Movement was implemented consistently, 89% of students met or exceeded their projected RIT scores on the MAP assessments.
Moderate Growth in Cohort B: In Cohort B, where the program was used inconsistently, 53% of students met or exceeded their projected RIT scores. While growth was moderate, it was less pronounced than in Cohort A, highlighting the benefits of more consistent program use.
Lower Growth in Cohort C: Cohort C, which did not participate in the project, showed the lowest results. Only 36% of students met or exceeded their projected RIT scores, indicating that the program's absence likely limited their academic progress in comparison to students who participated.

Approach for K-2

Transition Time Integration: Used Math & Movement materials during hallway transitions for skip counting and math activities, reinforcing concepts outside the classroom.
Targeted Math Support: Math & Movement materials were used as targeted interventions for students struggling with foundational math skills such as addition and subtraction to 20.

Results for K-2

Positive Impact Across Grade Levels: In K-2 classrooms, the use of Math & Movement materials as interventions and during transition times contributed to improved student engagement and understanding, especially for students with lower confidence or engagement in math. While the positive effects were noted, specific quantitative results for K-2 students were not captured in the study.

Key Takeaways from Ms. Mason

First, consistency in using the program is important. Like anything else, students need repeated exposure in how to use the materials to make their own discoveries and connections about number patterns and relationships throughout the school year. They may use a floor mat for skip counting one time but later recognize division equations or place value patterns.

Second, this program is for everyone - students who dislike math, love math, are less confident in math, boys, girls, quick learners, or less focused learners. Every child engages in the program without really thinking they are in math class. The program offers a supplemental and different modality for students to learn mathematics in elementary school.

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School-Wide Math Success using the Math & Movement Program in North Carolina

Davidson K-8 School

Kindergarten through Third Grade Classroom

End-of-Year Measure of Academic Progress Scores

Spring 2017

Study Focus: Closing Achievement Gaps with Movement-Based Math Tools

Challenges

Solution

Approach for Third Grade

Results for Third Grade

Approach for K-2

Results for K-2

Key Takeaways from Ms. Mason

Hello! Have a question?

Shop All Kits

School-Wide Math Success using the Math & Movement Program in North Carolina

Davidson K-8 School

Kindergarten through Third Grade Classroom

End-of-Year Measure of Academic Progress Scores

Spring 2017

Study Focus: Closing Achievement Gaps with Movement-Based Math Tools

Challenges

Solution

Approach for Third Grade

Results for Third Grade

Approach for K-2

Results for K-2

Key Takeaways from Ms. Mason

Hello! Have a question?

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