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An Effective Transition to the Common Core

Switching to any new standards is hard, but the Common Core Standards make such a transition even more challenging. Their aim is higher than that of previous standards. They have a new structure and call for different practices than past standards.

With its powerful blend of adaptive instruction and unprecedented differentiation, Think Through Math provides the ingredients for an effective transition.

Learn more about TTM's Web-based Solution.
Toward Greater Focus and Coherence with TTM

Think Through Math is a Web-based solution for grades 3-Algebra l that builds confidence and competence.

Learn more.
At Think Through Math, we believe that success in mathematics transforms the way students perform in school and beyond. We are driven to motivate students in unprecedented ways. We have a vision of effective learning -- a powerful blend of Web-based, adaptive instruction, intrinsic and extrinsic motivation, and LIVE, state-certified teachers.

Think Through Math is built on the principle that there is a structure and coherence to mathematics. Conveying this concept to students is the key to helping them apply their understanding to new topics. The program utilizes Common Core Learning Progressions -- an approach that equips students with the knowledge and confidence they need to successfully transition to more rigorous content. Because the system is adaptive, it can modify pathways to target individual needs and, if necessary, provide precursor lessons that ensure success at grade level. For more information on Think Through Math, visit

Think Through Math is a groundbreaking adaptive math solution for the Common Core.

Find out why Think Through Math is America's most popular math solution. Follow a sample grade-level lesson pathway that charts a clear, focused progression toward algebra and beyond.

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  • Study: Math, science teachers need support ahead of common core
    As states prepare to implement the Common Core State Standards in math and anticipate a new set of science standards, a recent survey of nearly 7,800 educators finds that math and science teachers will need additional support. A study by Horizon Research, and support from the National Science Foundation, found that less than a third of middle-school math teachers hold math or math-education degrees, while many teachers report feeling unprepared to create lessons that meet the needs of students at varied math and science achievement levels or for English-language learners. Education Week (premium article access compliments of (3/13)
  • Transition to digital learning is increasing across country
    A growing number of school districts nationwide are implementing or investigating making a digital conversion -- whether it be to one-to-one laptop, bring-your-own-technology, iPads in kindergarten or other programs. The goal, supporters say, is to improve student achievement. However, some caution against placing emphasis on technology, and suggest that educators focus on instructional methods and differentiation. Education Week (premium article access compliments of (3/14)
  • How should teachers be trained on education technology?
    There is an increasing focus on professional development for teachers related to education technology. With that focus, however, has come calls for the training to center more on the learning -- rather than on the specific devices. For example, Leslie Conery, interim chief education officer for the International Society for Technology in Education, says instead of training teachers to use iPads, the focus should be on the goal of the iPads, such as helping students read, write or hold classroom discussions. Education Week (premium article access compliments of (3/14)
  • Mich. district prepares students for tech-driven world
    Michigan's Plymouth-Canton Community Schools district is using a recently approved $114.4 million bond, in part, to invest in the school technology necessary to implement online-testing requirements that will start in the 2014-15 school year. Among other things, the district will buy digital devices for all students and make improvements to district labs for science, technology, engineering and math to prepare students for technology-driven jobs of the 21st-century. "This is the way of the future, it's the nature of the global world," said John Barrett, school board president. Observer & Eccentric Newspapers (Livonia, Mich.) (3/9)
  • Teacher-led research drives use of classroom technology
    Teachers in a Minnesota school district recently released some findings from a six-month study into the effects of using the iPad and other technology as part of lessons. The goal of the teacher-led project was to establish the ways technology use could most benefit students. Among the findings are that iPads have helped students who struggle with math and also have benefited reading instruction, as seen when a first-grade teacher used the tablet to record students and allow them to hear themselves read aloud. Pioneer Press (St. Paul, Minn.) (3/7)
  • How long will common core tests take to complete?
    The two groups tasked with developing standardized tests in mathematics and English/language arts that are aligned with the Common Core State Standards have released estimates on how long the exams will take, education reporter Catherine Gewertz writes in this blog post. The Partnership for Assessment of Readiness for College and Careers, which released its estimates March 5, says the tests will take between eight and 10 hours, and teachers will have a testing window of 20 days. The Smarter Balanced Assessment Consortium has said its exams will take seven to eight-and-a-half hours to complete. Education Week/Curriculum Matters blog (3/5)
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