STUDENT DATA

Backed By Research, Proven by Results

Math & Movement strives to make learning fun and easy for students and empower teachers with strategies and materials for kinesthetic learning. Across America, 200 schools and 1,266,800 students in grades K-8 have gained confidence in math and literacy using our floor mats and activities.

Does Kinesthetic Learning Really Work?

As part of our method, teachers are encouraged to collect student data on how Math & Movement impacted their classrooms. This data is tangible proof of Math & Movement’s enormous positive impact on learning at all grade levels. Check out some of our success stories!

Grade Level Data

  • PreK
  • 1st Grade
  • 2nd Grade
  • 3rd Grade
  • 4th Grade
  • 5th Grade
Dr. King Elementary School

Syracuse City School District, Syracuse, NY
September 2017- October 2017

Math & Movement interventionists helped students practice one-to-one correspondence and counting using Math & Movement cross-body exercises as well as the Math & Movement floor mats for 30 minutes every day, five days per week, for six weeks. This urban, Title 1 school serves many students who come from low-income, economically disadvantaged backgrounds. By end of the intervention period, almost every student was able to count to 20. Teachers also discovered a large increase in (1) their students’ retention of numbers when counting and (2) their students’ overall confidence when counting.

 

Results from Math & Movement classroom intervention services and Math & Movement materials.

Spring Creek Elementary School

Hamilton County School District, East Ridge, TN
Spring 2011

On May 6, 2011, a class of first graders were pre-tested in multiplication. Both the pre-and post-test included 36 multiplication problems by 2’s.The students were given five minutes to complete the problems. After the pre-test, students engaged in the Math & Movement exercise, Tapping at the Table, for five minutes. They then did 15 minutes of jumping on the Skip Counting by 2’s floor mat and then each student had the opportunity to solve three multiplication by 2’s problems (approx. 30 minutes).

 

Results from 6-hour Math & Movement workshop and Math & Movement learning materials.

Ithaca City School District

Ithaca, NY
2016

Multiplication by 3’s Using Math & Movement Methods

Second grade students were given a pre-test to measure their skills prior to implementing the use of the Skip Counting by 3’s mat. After the pre-test, the second graders joined the third grade students and the Skip Counting by 3’s mat was introduced. The students sang skip counting by 3’s songs and took turns hopping on the multiples.

Following that activity, the second graders completed a practice sheet with a third grade partner. For the next three days, the second grade students completed practice sheets independently by using the mat to find answers that they could not answer automatically.

 

Results from 4-day symposium and Math & Movement learning materials.

Davidson Elementary School

Charlotte-Mecklenburg Schools, Charlotte, NC
Spring 2018

Cohort A – direct lessons, math stations, interventions, and math warm-ups were done regularly using the materials with all students.

 

Cohort B – classrooms used the program inconsistently and more as a resource to enhance student learning. Kinesthetic support materials were available to students, but with less explicit instruction.

 

Cohort C did not participate.

The data suggests that those students who had more opportunities to use the kinesthetic learning program, in addition to other math instruction and materials, made higher growth gains in mathematics.

 

Cohort A’s teacher was inspired to run the study after attending a 6-hour Math & Movement workshop and writing a grant for Math & Movement learning materials.

McConnell Elementary

Hamilton County School District, Chattanooga, TN
November 21, 2011

Fourth grade students were given pre- and post-tests. The pre- and post-tests consisted of 36 multiplication problems by 8’s. In the study, students jumped on the Math & Movement mats for 10 minutes a day for three full weeks (15 days).

 

Results from 6-hour professional development workshop and Math & Movement learning materials.

Dutch Valley Elementary School

Anderson County Schools, Clinton, TN
2016

5th Grade Comparison Results on Mixed Multiplication Test Over Six-Week Period

 

There was a 49% increase in the Control group vs 127% increase in the Intervention Group using 5th Grade Easy CBM (word/picture problems) as measure. Results over a six-week period found a 2% increase in the Control group vs an 82% increase in the Intervention Group.

 

Results from 6-hour Math & Movement workshop and Math & Movement learning materials.

Join us to collect data with your own students!

research opportunities