Massachusetts ST Math Initiative

Mass STEM Hub is excited to be partnering with MIND Research Institute to roll out its signature program, ST Math, to more schools in Massachusetts. 
We have been working closely with the ST Math team to develop a MA specific state-level implementation plan (and grant program). As with our Project Lead The Way work, our hope is to get more great, high-quality content to schools by removing the barriers that often prevent adoption and also to create a set of resources around these programs so teachers can access the highest levels of support.

ST Math (which stands for Spatial-Temporal Math) is a personalized math learning software developed by folks with a neuroscience background that teaches math the way children learn – visually and experientially – to drive conceptual understanding. The program is computer-based and initially demonstrates mathematical ideas without language by using engaging animation and then layers symbols on top of established concepts.

You can learn more about ST Math and the work in the state here: ST Math Massachusetts Program.

Results

When ST Math is implemented with fidelity, the program shows significant positive results for students.

Increased math proficiency: A WestEd study of 129 schools in California showed that grades that fully implemented ST Math had students who were considered “proficient” or above in math at a rate that was, on average, 6.32 percentage points higher (an effect size of 0.47) than for comparison grades in the control group. [1] This is higher than the effect size (0.25) required by the US government’s “What Works Clearinghouse” in order to consider a difference “substantively important” for education interventions.[2]

Gains beyond proficiency: ST Math also demonstrated effectiveness at moving students beyond proficiency; grades fully implementing ST Math had students who scored “advanced” in math at a rate that was, on average, 5.58 percentage points higher (effect size of 0.4) than for comparison grades in the control group. The study found that the impact of ST Math on scale scores had an effect size of 0.42, meaning that a school who scored at the 50th percentile statewide would move up to the 66th percentile after one year of ST Math implementation.[3]

ST Math Plan for MA

Schools that join the ST Math Massachusetts cohorts will not only have access to the already proven ST Math program, but will access additional support and features.  The MA plan includes:

  • School grants to support adoption
  • Additional professional development opportunities, including train-the-trainer certification
  • Personalized support from dedicated ST Math team members in MA
  • Access to enhanced students and teacher dashboards
  • Cohort events to support best practice sharing and networking with other forward thinking educators

If you are interested in joining the cohort please get in touch!

While the deadline for the first cohort has already passed, we are already beginning to recruit for our next cohort that will begin implementation in 2019-20 school!

[1] Results are for students who received the target dosage. “Full implementation” is defined as at least 85% of students using ST Math and average progress through content of at least 50%.

[2] “What Works Clearinghouse, Procedures and Standards Handbook Version 4.0”, July 2017.

[3] “Evaluation of the MIND Research Institute’s Spatial-Temporal Math (ST Math) Program in California”, WestEd, 2014.

Meet JiJi

JiJi is the beloved penguin in the ST Math games. Students help JiJi overcome obstacles by solving math puzzles.  The purpose of every ST Math game is to help JiJi cross the screen.  Students are presented with a challenge, have to make sense of what the problem is asking, and then help JiJi successfully cross to the other side in order to advance to the next puzzle.  If JiJi doesn’t successfully cross, students are given visual feedback and then get to try again.