# K12 Mathematics Market Report 2016

Published: February 29, 2016
- 196 Pages

#### Table of Contents

- Methodology
- Executive Summary
- Mathematics is Large Opportunity
- Introduction
- Learning about the Math Market
- Table Position of Survey Respondents
- Table Grade Range Teach or Supervise

- Size of the Market for Mathematics Instruction Materials
- Trends in the Supplemental Math Market
- Table Average Respondent Expenditure by Category of Math Materials

- Core Mathematics Instruction
- Introduction
- Using a Basal or Core Math Program
- Table Best Description of Core Math Curriculum Use
- Use of Core Programs Has Declined Over Time
- Table Have basal/core math program

- Most Widely Used Core Math Programs
- Table Core Program Used

- Where Largest Core Programs Are Used: Geographically
- Table Core Program Used, Adoption States vs. Open Territories

- Where Largest Core Programs Are Used: Grade Level
- Table Top Core Programs Used by Grade Levels

- When Core Math Program Was Adopted
- Table How Recently Math Program was Adopted

- Satisfaction with Core Math Program
- Table If doing over, would choose same

- The Move to Digital
- Introduction
- How Core Math Program Is Accessed
- Table How students most often access core math program

- How Much Time with Digital Tools and Content
- Table Class Time Using Digital Tools

- Websites Used and/or Recommended
- Table Math Websites Used/Recommended

- Sources of Effective Supplemental Resources
- Table Vendor that comes to mind first for effective supplemental resources

- Top Features that Encourage Selection
- Table Program Features that Encourage Selection

- Integrating Math into STEM
- Introduction
- Table Progress in Integrating STEM

- Schools Make Progress toward STEM Integration
- Table Plan for Implementing STEM

- How Schools Approach STEM Integration
- Most Significant Obstacle to STEM Integration
- Table Single Biggest Obstacle to Stem Implementation

- Introduction
- Changing Standards & Assessments
- Introduction
- Why New Standards
- Progress toward Implementing New Standards
- Table Progress on Implementing New Standards

- New Standards Are Changing Mathematics Teaching
- Table How Standards Change Teaching & Materials

- Changed Standards Lead to New Assessments
- Table Schedule for Replacing State Exams with New Exams

- Administering New Assessments
- Table How Administering/Planning to Administer New Assessments

- Conclusion

- Appendix I Survey Questions
- Appendix II Survey Results Open Territories vs. Adoption States Four Largest States
- Table STATE OF RESIDENCE
- Table REGION
- Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
- Table IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
- Table HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
- Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
- Table WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
- Table HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
- Table ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
- Table PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
- Table ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
- Table TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
- Table WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
- Table HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
- Table IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?

- Appendix III Survey Results By Region By Job Title By Grade Level Responsibilities
- Table STATE OF RESIDENCE
- Table STATE OF RESIDENCE
- Table REGION
- Table REGION
- Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
- Table WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
- Table IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
- Table IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
- Table HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
- Table HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
- Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
- Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
- Table WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
- Table WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
- Table HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
- Table HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
- Table ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
- Table WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
- Table PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
- Table PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
- Table ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
- Table TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
- Table TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
- Table WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
- Table WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
- Table HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
- Table HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
- Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
- Table IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?
- Table WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?

#### Abstract

## K-12 Mathematics Market Report 2016

Schools have debated the best ways to instruct students in mathematics for decades. With the move to more rigorous standards and the growing acceptance of digital programs, Simba Information initiated research on the use of K-12 mathematics education resources during the 2015-2016 school year.Simba Information's report,

*, looks at current trends in the elementary and secondary school mathematics market including what K-12 mathematics education resources are used most widely, as well as the selection criteria educators use to help them choose one product over another.*

**K-12 Mathematics Market Report 2016**For

*, Simba partnered with MCH Strategic Data on survey directed to mathematics educators at their schools in October 2015. The report is built around the survey results with Simba Informationâ€™s ongoing research providing added context to the analysis and commentary on the current K-12 market for mathematics education resources.Â*

**K-12 Mathematics Market Report 2016**In addition to reporting survey answers in total,

*contains lengthy appendices that break down answers by the grade level responsibilities of survey participants, for the four largest states and by adoption states versus open territories. This data can help K-12 mathematics education resources developers and marketers pinpoint their best opportunities.*

**K-12 Mathematics Market Report 2016***is a Simba Information continuation of a publication series originally offered by Education Market Research, an acquired Simba property, where relevant, results are compared with the findings from earlier reports.*

**K-12 Mathematics Market Report 2016**## Topics Covered Include:

- Penetration of specific programs, by titles, being used in classrooms
- Satisfaction levels with programs being used
- Whether digital resources are replacing print
- Whether schools are integrating math into a unified STEM curriculum
- Whether new math standards have led to new assessments

*is valuable to providers of mathematics and/or STEM education resources, including print textbooks, etextbooks, online courses and supplementary materials. Investment and M&A professionals looking to understand areas of potential growth and where opportunities exist for new solutions also will find valuable information.*

**K-12 Mathematics Market Report 2016**Get full details about this report

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