Math Teachers Press, Inc. Awarded Department of Defense Educational Activity (DoDEA) Contract for Kindergarten – Grade 5 Intervention Mathematics Resources

Press Release –

On June 05, 2020, Minneapolis, MN – Math Teachers Press, Inc., publisher of the Moving with Math Learning System, was awarded a contract for a base year and 4 option years by the Department of Defense Education Activity (DoDEA) to provide intervention resources and professional development for DoDEA’s Kindergarten through Grade 5 schools throughout the world beginning in June of 2020.

As part of the contract, DoDEA administrators and teachers will have the full compliment of the Moving with Math printed and online resources to support their students. DoDEA will be accessing dedicated online assessment and teaching with the manipulative-based curriculum using the Concrete-Representational-Abstract (CRA) instructional model.

In addition, Math Teachers Press will be providing Professional Learning to ensure the program is implemented with fidelity. The implementation of the professional learning began in June 2020 preparing for DoDEA’s use of the program in the summer and fall of 2021. “For over 40 years it has been our mission to help struggling students learn math, and we are honored to be working with DoDEA to help their students succeed.” said Caryl K. Pierson, President of Math Teachers Press.

The Department of Defense Education Activity, a federally operated school system, is responsible for managing education programs for grades pre-K through 12 on behalf of the Department of Defense (DoD). DoDEA employs approximately 15,000 employees who serve more than 74,000 children of active-duty military and DoD civilian families. DoDEA’s vision is “to be among the world’s leaders in education, enriching the lives of military‐connected students and the communities in which they live.” The agency is committed to ensuring that all school-aged children of military families receive an education that prepares them for postsecondary education and/or career success.

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Spring 2017 Newsletter

Pierson Receives Distinguished Alumni Award from University of Minnesota College of Education and Human Development

Her company has helped more than five million students learn math nationwide.

Caryl Pierson, the only woman in the 1957 graduating class of math educators, is a 2010 recipient of the University of Minnesota College of Education and Human Development Distinguished Award.

Pierson was honored by her alma mater for her pioneering work as a math educator and impact on math education. After 20 years as a math teacher, she found Math Teacher’s Press Inc., today a leading publisher of supplemental materials designed to help students succeed in math.

“I am honored to receive this award from the College of Education and Human Development,” said Pierson. “The wonderful professors I worked with at the U of M inspired my love of math and my love of teaching. The foundation they gave me has enabled me to reach out to students of all ability levels and help them succeed.

In 1980, while Pierson was teaching at Southwest High School in Minneapolis, a large group of Southeast Asian students from five countries, aged 12 to 20, with no formal schooling or English language skills arrived in the school. When her principal asked her to prepare these students for Algebra I, she asked Dr. William Bart, head of educational psychology at the U of M, for advice. He told her that she should develop a test to find where the students were and then teach every objective with manipulative activities.

Pierson took his advice to heart, teaching by day, and reading Jean Piaget and writing math curriculum by night. Her students learned three to four years of math in just six months. Pierson later developed the first benchmark tests for the Minneapolis Public Schools, an experience that helped her see that, if she continued teaching math in an abstract way as she had for 20 years, she would never reach students in the bottom quartile.

Both of these experiences were the pioneering underpinnings of Math Teacher’s Press, which develops and distributes her Moving with Math curricula nationwide. Today, with a staff of 45, statistically significant improvement rates, and long-term working relationships with some of the nation’s neediest public school districts, Math Teacher’s Press can proudly lay claim to helping more than five million students learn math.

Pierson’s ultimate dream is that all students in the U.S. learn the math necessary for a productive life.

“In recognition of Caryl’s educational and business career in math education, and her support of at-risk students, we are pleased to confer upon her our Distinguished Alumni Award,” said Jean K. Quam, dean of the College of Education and Human Development at the U of M.

This year, there were 37 recipients of the College of Education and Human Development Distinguished Alumni Award, out of more than 70,000 living alumni from the college. Given for the first time this year, the award honors alumni who have distinguished themselves in their careers and communities, and have made a positive difference in the lives of children, youth, families, schools, institutions and organizations, according to the college.

Pierson Press Release (Dec. 2010)

What Works Clearinghouse Releases Recommendations for RTI

Moving with Math Integrates These Recommendations

The What Works Clearinghouse Website http://ies.ed.gov/ncee/wwc/ recently released eight recommended best practices for Response to Intervention. The Moving with Math programs published by Math Teachers Press, Inc. integrate these recommendations.

Response to Intervention

Creating or Selecting Intervention Programs

A Set of Questions Developed by NCTM

“In response to a call from the mathematics education community for assistance in creating or selecting effective intervention programs, NCTM has developed a set of questions to guide educators through this complex process.” Teachers and administrators should consider the following when selecting an intervention program: diagnostic assessment, instructional activities, postassessment, organizational structure of the intervention, and research supporting the intervention. The full version PDF of NCTM’s Creating or Selecting Intervention Programs is below.
Selecting an Intervention Program

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