# Mathematics Market, Grades K-12: Teaching Methods, Textbooks/Materials Used and Needed, and Market Size

#### Table of Contents

- EXECUTIVE SUMMARY
- INTRODUCTION
- METHOD
- ANALYSIS OF SURVEY RESULTS
- Response Rates And Demographics Of Survey Sample
- The Current Role Of The Core Math Series
- Math Textbooks Currently Adopted
- Age Of Currently Adopted Math Programs
- Strengths And Weaknesses Of Currently Adopted Math Programs
- The Importance Of Ancillary Materials
- Alternatives To The Basal Mathematics Series
- Sources Of Supplemental Teacher Resource Books
- Math Assessment Practices
- Computer-Based Testing
- Skills/Topics With Which Children Have Difficulty
- Technology Usage For Math Instruction
- Using Online Services To Assist With Math Instruction
- Rankings And Ratings Of Math Program Features
- Expenditures For Math Instructional Materials And Market Size

- SUMMARY AND CONCLUSIONS
- DATA TABLES
- Table STATE OF RESIDENCE
- Table REGION
- Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITON?
- Table IF YOU ARE A MATH TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH? (MARK ALL THAT APPLY)
- Table WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE? (MARK ALL THAT APPLY)
- Table HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE? (MARK ONE)
- Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM? (MARK ONE)
- Table IF YOU DO HAVE A BASAL OR CORE MATH TEXTBOOK SERIES YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? (MARK ONE)
- Table IF YOU DO HAVE A BASAL OR CORE MATH TEXTBOOK SERIES YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? (OTHER SPECIFY)
- Table HOW RECENTLY DID YOU ADOPT THE MATH TEXTBOOK YOU CURRENTLY USE? (MARK ONE)
- Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN? (MARK ONE)
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE RATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. (1 = "Poor" and 6 = "Outstanding")
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. PROBLEM SOLVING/THINKING SKILLS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. COVERAGE OF SPECIFIC MATH SKILLS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. LESSON IDEAS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. ENRICHMENT ACTIVITIES
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. CONCEPT DEVELOPMENT
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. ASSESSMENT/PLACEMENT
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. REAL LIFE APPLICATIONS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. TEACHING FOR UNDERSTANDING
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. RETEACHING STRATEGIES
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. PRACTICE QUESTIONS/PRACTICE TESTS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. STRATEGIES FOR SPECIAL NEEDS STUDENTS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. RIGOROUS/CHALLENGING CONTENT
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. COMPLETE LESSON PLANS
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. WELL ORGANIZED TEACHER'S EDITION
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. EASY TO USE DAILY LESSONS IN TEACHER'S EDITION
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. APPEALING DESING OF THE STUDENT EDITION
- Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. APPEALING DESING OF THE TEACHER EDITION
- Table WHAT KINDS OF ANCILLARY MATERIALS DO YOU CONSIDER IMPORTANT ENOUGH TO BUY IN ADDITION TO YOUR CORE TEXTBOOK? (MARK ONLY YOUR TOP THREE CHOICES)
- Table WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL BOOKS WHICH YOU CAN USE FOR LESSON IDEAS, TEACHING RESOURCES, SAMPLE ACTIVITIES, PRACTICE TESTS, ETC? (MARK ALL THAT APPLY)
- Table WHICH OF THE FOLLOWING STANDARDIZED MATH ASSESSMENTS DO YOUR STUDENTS CURRENTLY TAKE? (MARK ALL THAT APPLY)
- Table ARE YOU USING ANY TYPE OF ASSESSMENT TOOL TO FACILLITATE FORMATIVE ASSESSMENT WITY YOUR STUDENTS? (MARK ONE)
- Table IF YOU ARE USING FORMATIVE ASSESSMENT, WHAT IS YOUR PRIMARY PURPOSE IN DOING SO? (MARK ALL THAT APPLY)
- Table IS ANY OF THE MATH ASSESSMENT YOU ARE DOING COMPUTER BASED? (MARK ALL THAT APPLY)
- Table DOES YOUR DISTRICT OR STATE ADMINISTER A HIGH STAKES TEST IN MATHEMATICS WHICH IS INTENDED TO DETERMINE WHICH STUDENTS CAN BE PROMOTED OR GRADUATED? (MARK ONE)
- Table PLEASE INDICATE THE SKILLS/TOPICS WITH WHICH YOU FIND THAT CHILDREN HAVE THE MOST DIFFICULTY? (MARK ONLY THE TWO OR THREE MOST DIFFICULT FOR YOUR GRADE LEVEL)
- Table IF YOU USE CALCULATORS, HOW DO YOU USE THEM MOST OF THE TIME? (MARK ALL THAT APPLY)
- Table ABOUT HOW FREQUENTLY DO YOU USE MATH RELATED SOFTWARE WITH YOUR CHILDREN? (MARK ONE)
- Table DO YOU USE COMPREHENSIVE COURSEWARE FROM ANY OF THE FOLLOWING PUBLISHERS AS PART OF YOUR MATH INSTRUCTIONAL PROGRAM? (MARK ALL THAT APPLY)
- Table DOES YOUR CLASSROOM CURRENTLY USE ANY ONLINE SERVICE TO ASSIST WITH MATH INSTRUCTION? (MARK ONE)
- Table PREASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER? (MARK ONLY YOUR TOP THREE)
- Table ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS (EXCLUDING CORE TEXTBOOKS) PER CLASSROOM, INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS...? (FILL IN ESTIMATES FOR EACH CATEGORY)

#### Abstract

**Mathematics Market, K-12: 2008**is Education Market Research’s latest study of the estimated $1.95 billion U.S. market for Mathematics instructional materials. The Mathematics instructional materials segment experienced a robust 25.8% spending increase from 2005 to 2008, averaging 8.6% year-over-year growth.

This report provides an objective look at this highly competitive and diversified market segment based on the results of a detailed survey that was mailed in spring 2008 to 18,000 math curriculum supervisors, classroom teachers, Math teachers and Math department chairs. The results were analyzed by job title, grade level and geographic region to pinpoint the most profitable strategies for product developers and marketers of Mathematics instructional materials to consider pursuing as they prepare for upcoming adoptions.

Based on the exclusive survey data contained in this report, currently adopted Math programs have been in place longest in the West, Northeast and Midwest regions of the country. This suggests that new Math adoptions are most likely to occur in those three regions within the next year or two.

**Mathematics Market, K-12: 2008** identifies what educators are
currently using in terms of core and supplemental programs, what they
like and dislike about those programs, and what features would influence
them to buy a new program.

If you need to know how much educators are spending on various
categories of Mathematics instructional materials and what they are most
likely to buy in the near future, you can’t afford to be without **Mathematics Market, K-12: 2008**.

Get full details about this report

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