Rigorous research has identified the factors influencing student achievement in secondary mathematics.
Results consistently confirm that (1) differentiated instructional software raises student scores for underachieving
students, (2) multi-modal presentation of lesson material enhances learning, and (3) providing worked-out solutions
develops problem solving skills. Below are some of the most relevant findings that pertain to Catchup Math.
For additional research reports, see our Math Educators page.
Online Mathematics Computer-Aided Instruction products can be a significant component of a school or college review
and remediation program.
Berniker, et al, (2010) The California Mathematics Council Communicator, Vol. 35, No. 1.
Guiding the student through sample problems that have been worked out is more effective than simply assigning problems
to work on their own, and transfers better to test performance.
Carroll, W.M. (1994). Using worked examples as an instructional
support in the algebra classroom. Journal of Educational Psychology. V86, n3, 360-367.
Eighth-graders who take an online Algebra I course score higher on end-of-year algebra assessments than other students
who take the standard instructor-led math program offered by their schools and are twice as likely to follow an advanced
course sequence in high school as their peers.
Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students (2011), Regional Educational
Laboratory Northeast and Islands, Institute of Education Sciences