K-12 Mathematics Market Report 2016 looks at current trends in the elementary and secondary school mathematics market including what products are used most widely and what selection criteria educators use to help them choose one product over another. The report is built around the results of a survey of mathematics educators with Simba’s ongoing research providing added context to the analysis and commentary.
The report can help providers and developers of mathematics and/or STEM curriculum and investors understand areas of potential growth and pinpoint where opportunities exist for new solutions.
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Methodology
Executive Summary
Chapter 1: Mathematics is Large Opportunity
Introduction
Learning about the Math Market
Size of the Market for Mathematics Instruction Materials
Trends in the Supplemental Math Market
Table 1.1: Position of Survey Respondents
Table 1.2: Grade Range Teach or Supervise
Table 1.3: Average Respondents Expenditure by Category of Math Materials
Chapter 2: Core Mathematics Instruction
Introduction
Using a Basal or Core Math Program
Use of Core Programs Has Declined Over Time
Most Widely Used Core Math Programs
Where Largest Core Programs Are Used: Geographically
Where Largest Core Programs Are Used: Grade Level
When Core Math Program Was Adopted
Satisfaction with Core Math Program
Table 2.1: Best Description of Core Math Curriculum Use
Table 2.2: Has basal/core math program
Table 2.3: Core Program Used
Table 2.4: Core Program Used, Adoption States vs. Open Territories
Table 2.5: Top Core Programs Used by Grade Levels
Table 2.6: How Recently Math Program was Adopted
Table 2.7: If doing over, would choose same
Chapter 3: The Move to Digital
Introduction
How Core Math Program Is Accessed
How Much Time with Digital Tools and Content
Websites Used and/or Recommended
Sources of Effective Supplemental Resources
Top Features that Encourage Selection
Table 3.1: How students most often access core math program
Table 3.2: Class Time Using Digital Tools
Table 3.3: Math Websites Used/Recommended
Table 3.4: Vendor that comes to mind first for effective supplemental resources
Table 3.5: Program Features that Encourage Selection
Chapter 4: Integrating Math into STEM
Introduction
Schools Make Progress toward STEM Integration
How Schools Approach STEM Integration
Most Significant Obstacle to STEM Integration
Table 4.1: Progress in Integration STEM
Table 4.2: Plan for Implementing STEM
Table 4.3: Single Biggest Obstacle to STEM Implementation
Chapter 5: Changing Standards & Assessments
Introduction
Why New Standards
Progress toward Implementing New Standards
New Standards Are Changing Mathematics Teaching
Changed Standards Lead to New Assessments
Administering New Assessments
Conclusion
Table 5.1: Progress on Implementing New Standards
Table 5.2: How Standards Change Teaching & Materials
Table 5.3: Schedule for Replacing State Exams with New Exams
Table 5.4: How Administering/Planning to Administer New Assessments
Appendix I: Survey Questions
Appendix II: Survey Results
Open Territories vs. Adoption States, Four Large States
Appendix III: Survey Results
By Region, By Job Title, By Grade –level Responsibilities
