# K12 Mathematics Market - Market Research, Industry Trends, Market Share

Published: 02/01/2019 Pages: 252 Full Study Price: US$ 1,995

*K-12 Mathematics Market Survey Report 2019* provides information on what materials educators are using for mathematics instruction. It details where the programs used are coming from, whether the use of those programs is evolving from print to digital and outlines the attributes most sought by educators when evaluating core and supplemental math resources. The report also provides information on whether schools are integrating the teaching of science, technology, engineering and math and how that is being accomplished.

*K-12 Mathematics Market Survey Report* is an all-new Simba Information continuation of a publication series on the mathematics market, with the most recent prior report being K-12 Mathematics Market Report 2016.

The report is built on the results of a 24-question survey that was sent to 20,000 educators in October 2018. The list of educator names was purchased from MCH Strategic Data. The mailing list included classroom teachers, math teachers, math department chairs and curriculum/instruction supervisors.

Inclusion in a drawing for 10 $100 Amazon gift cards was offered as an incentive to complete the survey. Completed surveys were received from 427 educators for a 2.1% response rate. Thirty-five mailed surveys were returned as undeliverable as addressed.

Respondents came from school districts in 49 of the 50 states; there were no responses from Alaska. The largest percentage of responses came from Florida, 7.3%, California, 6.8%, and Texas, 5.4%.

Among the respondents, 45% identified themselves as math teachers and 30% self-identified as classroom teachers, with 12% identifying as math department chairs and 10% identifying as curriculum/instruction supervisors.

When survey respondents were asked the grade levels they teach or supervise, total responses were more than the number of returned surveys because educators cover multiple levels. The responses break down to 28% K-2, 31% grades 3-5, 30% grades 6-8, 28% grades 9-12 and 3% grades K-12.

Results are reported in total and are broken out by sub-sets when pertinent. Full breakouts are included in the expansive appendix to the report.

This report is built around the mail survey and reflects the market condition at a specific point in time. Simba’s own ongoing research provided added context to the analysis and commentary. Additional information is included from trusted third-party resources, including the U.S. Department of Education and the Rand Corporation.

The information and analysis contained in this report is intended to help mathematics product developers and marketers learn more about math instruction in the classroom in order to sharpen the focus of their product plans.

## Table Of Contents

- Methodology
- Executive Summary
- Introduction
- Illustrative Mathematics as Market Example
- New Look at Math Market

- State of Math 2018-2019
- Impact of State Adoptions
- Perspectives from the Market
- Perspectives from a State
- Sources of Math Materials
- Table Educators Cite Sources for Math Instructional Materials
- Table Large States and Their Major Sources for Instructional Materials, Per Educators

- Supplemental Spending for Mathematics
- Table Estimates of Mathematics Spending by Classroom

- STEM Integration as a Market Driver
- Table Progress in Integrating Science, Technology, Engineering and Math into STEM

- Using a Core Math Program
- Table Use of a Core Program by Subject Area
- Core Math Programs in Use
- Table Core Math Programs in Use

- Important Attributes of Core Math Programs
- Table Attributes of Core Math Programs, Overall
- Table Attribute of CoreMath Program, Rated #1 by School Level

- Core Math Program Use: Print or Digital
- Table Core Math Program Access by School Level

- How Long Current Core Math Program Has Been in Use
- Table How Long Current Core Math Program Has Been in Use

- Choosing the Same Program Again
- Table Would You Choose the Same Math Program Again?

- Additional Math Resources
- Table Primary Tool if Not a Core Program
- Table Alternatives to Core by School Level
- With a Textbook, or as a Textbook Replacement
- Table How Alternative Resources are Used

- Criteria When Selecting Supplemental Resources
- Table Most Important Criteria in Selecting Supplemental Math Materials

- Emerging Interest Areas and Resources
- Table Interest in Math Area Options

- The Shift to Digital
- Table Percent ofMath Time Spent Using Any Digital Tools or Content
- Device Most Often Used for Digital Access
- Table Device Most Often Used for Digital Access

- Math-Related Websites Used or Recommended
- Table Top Math Websites Used or Recommended

- Purchasing Outlook
- Who Makes Math Purchasing Decisions
- Table Who Makes Math Purchasing Decisions

- Will Purchasing Increase in 2019-2020?
- Table Math Purchasing 2019-2020 versus 2018-2019

- Who Makes Math Purchasing Decisions
- Appendix
- Table STATE OF RESIDENCE
- Table REGION
- Table Q.1 - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table Q.2 - WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table Q.3 - HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
- Table Q.4 - WHAT IS THE STUDENT ENROLLMENT IN YOUR DISTRICT?
- Table Q.5 - WHAT PERCENTAGE OF STUDENTS IN YOUR DISTRICT ARE ELIGIBLE FOR FREE/REDUCED PRICE LUNCH?
- Table Q.6 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR CORE MATH PROGRAM?
- Table Q.7 - IF YOU DO HAVE A CORE MATH PROGRAM WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): AVAILABLE BOTH PRINT & DIGITAL?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): STEP-BY-STEP LESSONS?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): INTEGRATES SKILLS & PROBLEM-SOLVING?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): EMPHASIS ON REAL-LIFE APPLICATIONS?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): ABUNDANT PRACTICE EXERCISES?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): INCLUDES INSTRUCTIONAL VIDEO?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): INCLUDES LEARNING GAMES?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): INCLUDES PRACTICE FOR STANDARDIZED TESTS?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): INCLUDES TRAINING/PROFESSIONAL DEVELOPMENT?
- Table Q.8 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE FOR A CORE MATH PROGRAM (RANK FROM 1-10 WITH 1 BEING MOST IMPORTANT): ADAPTIVE TO PERSONALIZE LEARNING?
- Table Q.9 - IN WHAT FORMAT DO YOUR STUDENTS MOST OFTEN ACCESS THE CORE PROGRAM?
- Table Q.10 - HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
- Table Q.11 - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
- Table Q.12 - IF NOT A CORE MATH PROGRAM, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH MATH?
- Table Q.13 - HOW ARE THE RESOURCES IN Q.12 GENERALLY USED?
- Table Q.14 - WHAT PERCENTAGE OF MATH TIME IS SPENT USING ANY DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table Q.15 - WHAT HARDWARE IS USED MOST OFTEN BY THE STUDENTS TO ACCESS MATH DIGITAL TOOLS OR CONTENT?
- Table Q.16 - WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: PROJECT-BASED LEARNING?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: CODING LESSONS?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: ROBOTICS ACTIVITIES?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: EDUCATIONAL GAMES?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: VIRTUAL/AUGMENTED REALITY EXPERIENCES?
- Table Q.17 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN MATH INSTRUCTION IN YOUR SCHOOL/DISTRICT: MAKER SPACES?
- Table Q.18 - ESTIMATE TO THE BEST OF YOUR ABILITY WHAT PERCENTAGE OF THE MATH INSTRUCTIONAL MATERIALS YOU USE COMES FROM: DIRECT PURCHASE BY SCHOOL OR DISTRICT FROM COMMERCIAL PROVIDER
- Table Q.18 - ESTIMATE TO THE BEST OF YOUR ABILITY WHAT PERCENTAGE OF THE MATH INSTRUCTIONAL MATERIALS YOU USE COMES FROM: ACCESSED FOR FREE VIA THE INTERNET
- Table Q.18 - ESTIMATE TO THE BEST OF YOUR ABILITY WHAT PERCENTAGE OF THE MATH INSTRUCTIONAL MATERIALS YOU USE COMES FROM: PROVIDED BY STATE DEPARTMENT OF EDUCATION
- Table Q.18 - ESTIMATE TO THE BEST OF YOUR ABILITY WHAT PERCENTAGE OF THE MATH INSTRUCTIONAL MATERIALS YOU USE COMES FROM: SHARED FROM OTHER SCHOOL DISTRICT OR REGIONAL CONSORTIA
- Table Q.18 - ESTIMATE TO THE BEST OF YOUR ABILITY WHAT PERCENTAGE OF THE MATH INSTRUCTIONAL MATERIALS YOU USE COMES FROM: CREATED BY OWN TEACHERS/STAFF
- Table Q.19 - WHO IN YOUR SCHOOL OR DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF MATH MATERIALS?
- Table Q.20 - WILL YOUR PURCHASES FOR MATH MATERIALS INCREASE IN 2019-20 COMPARED TO 2018-19?
- Table Q.21 - IN SELECTING SUPPLEMENTAL MATH MATERIALS, APART FROM FIT WITH YOUR STUDENTS' NEEDS, WHAT ARE THE MOST IMPORTATN CRITERIA DRIVING YOUR BUYING DECISION?
- Table Q.22 - ESTIMATE HOW MUCH WILL BE SPENT THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM IN YOUR SCHOOL INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS, FUND-RAISING, AND PERSONAL FUNDS, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table Q.23 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A COHESIVE CURRICULUM?
- Table Q.24 - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?