In order to provide objective, research-based information on current trends in the K-12

Mathematicsmarket segment, a detailed survey was designed, and then mailed to10,000 Math Curriculum Supervisors at the district level, ClassroomTeachers (grades K-5/6), Math Teachers (grades 6-8 and 9-12), and MathDepartment Chairs (grades 6-8 and 9-12).

Thissurvey report examines educators’ habits and preferences with respect tocore Mathematics programs, supplemental materials, and adoption of newtechnologies, as well as their progress implementing Common Core StateStandards (CCSS), new Common Core assessments, and Science, Technology,Engineering and Mathematics (STEM) education. In addition, the readerwill get a detailed picture of spending on various categories ofMathematics instructional materials and in total for the 2012-13 schoolyear, and valuable insights as to what Math educators are specificallylooking for when they evaluate new Math curriculum materials.

Critical issues covered in this report include:

-Current trends in the elementary and secondary school Mathematicsmarket segments, in terms of preferred instructional strategies, andtypes of materials most frequently used.

-Which publishers and products are used most often at different gradelevels, and how they are perceived by teachers and students.

- The selection criteria educators use to help them choose one program over another.

- The percentage of Mathematics class time spent using digital resources.

- The most popular Math-related web sites used and/or recommended for students.

-The progress being made and the changes being caused by theimplementation of the new Common Core State Standards (CCSS) and CommonCore assessments.

- The progress being made andthe obstacles associated with the implementation of Science, Technology,Engineering and Mathematics (STEM) curriculum and programs.

- Estimated spending in the 2012-13 school year on Math instructional materials by category and in total.

Allresults were analyzed by job title, grade level, geographic region, andadoption vs. non-adoption states to pinpoint the most profitablestrategies for Math product developers/marketers to consider pursuing asthey prepare new Math programs for upcoming adoptions.

- EXECUTIVE SUMMARY
- INTRODUCTION
- METHOD
- ANALYSIS OF SURVEY RESULTS
- Response Rates And Demographics Of Survey Sample
- The Current Role Of The Core Math Series
- Math Textbooks Currently Adopted
- Age Of Currently Adopted Math Programs
- Satisfaction With Currently Adopted Math Programs
- Sources Of Effective Supplemental Mathematics Resources
- The Shift To Digital In The Mathematics Market Segment
- Web Sites Used/Recommended For Student Use
- Ranking Of Math Program Features
- Expenditures For Math Instructional Materials And Market Size
- Implementing The New Common Core State Standards
- Implementing The New Common Core Assessments
- STEM Education: Progress And Obstacles
- Comparison Of Trends In Adoption vs. Non-Adoption States

- SUMMARY AND CONCLUSIONS
- DATA TABLES
- Table STATE OF RESIDENCE
- Table REGION
- Table Q.1A - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table Q.1B - WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table Q.2 - WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
- Table Q.3 - IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.4A - HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.4B - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.5 - WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
- Table Q.6A - ABOUT WHAT PERCENTAGE OF YOUR MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table Q.6B - WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
- Table Q.7 - PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
- Table Q.8 - ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table Q.9A - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS)?
- Table Q.9B - TO WHAT DEGREE WOULD YOU SAY THE NEW COMMON CORE CHANGES THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
- Table Q.9C - WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
- Table Q.9D - HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW COMMON CORE ASSESSMENTS?
- Table Q.10A - 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 Q.10B - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table Q.10C - WHAT WOULD YOU SAY ARE THE MOST SIGNIFICANT OBSTACLES PREVENTING THE RAPID IMPLEMENTATION OF STEM EDUCATION?
- Table STATE OF RESIDENCE
- Table REGION
- Table Q.1A - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table Q.1B - WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table Q.2 - WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
- Table Q.3 - IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.4A - HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.4B - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN? FILTER: HAVE A BASAL/CORE MATH PROGRAM
- Table Q.5 - WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
- Table Q.6A - ABOUT WHAT PERCENTAGE OF YOUR MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table Q.6B - WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
- Table Q.7 - PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
- Table Q.8 - ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
- Table Q.9A - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS)?
- Table Q.9B - TO WHAT DEGREE WOULD YOU SAY THE NEW COMMON CORE CHANGES THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
- Table Q.9C - WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
- Table Q.9D - HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW COMMON CORE ASSESSMENTS?
- Table Q.10A - 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 Q.10B - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table Q.10C - WHAT WOULD YOU SAY ARE THE MOST SIGNIFICANT OBSTACLES PREVENTING THE RAPID IMPLEMENTATION OF STEM EDUCATION?

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