K12 Mathematics Market Report 2016

Methodology

Executive Summary

Chapter 1: Mathematics is Large Opportunity

Introduction

Learning about the Math Market

Size of the Market for Mathematics Instruction Materials

Trends in the Supplemental Math Market

Table 1.1: Position of Survey Respondents

Table 1.2: Grade Range Teach or Supervise

Table 1.3: Average Respondents Expenditure by Category of Math Materials

Chapter 2: Core Mathematics Instruction

Introduction

Using a Basal or Core Math Program

Use of Core Programs Has Declined Over Time

Most Widely Used Core Math Programs

Where Largest Core Programs Are Used: Geographically

Where Largest Core Programs Are Used: Grade Level

When Core Math Program Was Adopted

Satisfaction with Core Math Program

Table 2.1: Best Description of Core Math Curriculum Use

Table 2.2: Has basal/core math program

Table 2.3: Core Program Used

Table 2.4: Core Program Used, Adoption States vs. Open Territories

Table 2.5: Top Core Programs Used by Grade Levels

Table 2.6: How Recently Math Program was Adopted

Table 2.7: If doing over, would choose same

Chapter 3: The Move to Digital

Introduction

How Core Math Program Is Accessed

How Much Time with Digital Tools and Content

Websites Used and/or Recommended

Sources of Effective Supplemental Resources

Top Features that Encourage Selection

Table 3.1: How students most often access core math program

Table 3.2: Class Time Using Digital Tools

Table 3.3: Math Websites Used/Recommended

Table 3.4: Vendor that comes to mind first for effective supplemental resources

Table 3.5: Program Features that Encourage Selection

Chapter 4: Integrating Math into STEM

Introduction

Schools Make Progress toward STEM Integration

How Schools Approach STEM Integration

Most Significant Obstacle to STEM Integration

Table 4.1: Progress in Integration STEM

Table 4.2: Plan for Implementing STEM

Table 4.3: Single Biggest Obstacle to STEM Implementation

Chapter 5: Changing Standards & Assessments

Introduction

Why New Standards

Progress toward Implementing New Standards

New Standards Are Changing Mathematics Teaching

Changed Standards Lead to New Assessments

Administering New Assessments

Conclusion

Table 5.1: Progress on Implementing New Standards

Table 5.2: How Standards Change Teaching & Materials

Table 5.3: Schedule for Replacing State Exams with New Exams

Table 5.4: How Administering/Planning to Administer New Assessments

Appendix I: Survey Questions

Appendix II: Survey Results

Open Territories vs. Adoption States, Four Large States

Appendix III: Survey Results

By Region, By Job Title, By Grade –level Responsibilities

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