Program Description

"ST Math is the only PreK-8 supplemental program built on the science of how the brain learns–inviting students to explore, make sense of, and build lasting confidence in math through visual problem solving. More than a practice tool, ST Math offers a fundamentally different learning experience—removing barriers, sparking curiosity, and helping all students develop strong conceptual foundations before formal instruction. Complementing any core curriculum, ST Math meets students where they are—and moves them forward."

Cost

Contact publisher for pricing.

Intended Population

• Any

Grade

• Elementary School
• Middle School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Yes

Delivery Method

• Computer-based delivery

Scripted

• None

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Yes

Research Summary

One randomized control trial (RCT) found that ST Math had a statistically significant effect on students' basic number sense skills, while another RCT found negligible effects. An additional study identified a positive relationship between time spent practicing problem solving on ST Math and learning gain, as evidenced by NWEA tests.

Study Citations

Rutherford, T., Farkas, G., Duncan, G. J., Burchinal, M., Kibrick, M., Graham, J., Richland, L. E., Tran, N., Schneider, S., Duran, L., & Martinez, M. E. (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-Temporal math. Journal of Research on Educational Effectiveness, 7(4), 358–383. https://doi.org/10.1080/19345747.2013.856978

Feng, M., Brenner, D., Coulson, A., Ogan, A., McLaren, B, Luckin, R., Isotani, S., Millán, E., Hastings, P. (2019) Using exploratory data analysis to support implementation and improvement of education technology product. Artificial Intelligence in Education, 11626, 79–83. https://doi.org/10.1007/978-3-030-23207-8_15

Schenke, K., Rutherford, T., & Farkas, G. (2014). Alignment of game design features and state mathematics standards: Do results reflect intentions? Alignment of Game Design Features and State Mathematics Standards: Do Results Reflect Intentions?, 76, 215–224. https://doi.org/10.1016/j.compedu.2014.03.019

What Works Clearinghouse (WWC) Report

• No studies met WWC inclusion criteria

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://www.commonsense.org/education/reviews/st-math-k-6