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Three broad design principles distinguish TransMath from widely used reform-based programs. The principles include (1) ensuring that students have relevant background knowledge, (2) using a balanced approach in computation practice, and (3) addressing the need for careful time management. Each principle has a considerable research base in remedial and special education research.
Listen to Dr. John Woodward, author of TransMath, discuss the pedagogy and driving forces behind the development of the curriculum.
Click here and watch the video.
Peer-Approved Published Articles
Click here to download the articles from the Journal of Special Education and Learning Disabilities Quarterly. These peer-approved, published reports outline the efficacy data from two quasi-experimental studies of TransMath.
Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics
Woodward, J. & Cyrus, B.
Journal of Special Education 40(3)151-159
Winter 2006
**Permission has been granted from the Journal of Special Education to print and reproduce this document**
Developing Automaticity in Multiplication Facts: Integrating Strategy Instruction with Timed Practice Drills
Woodward, J.
Learning Disabiities Quarterly, 29 (3)269-289
Fall 2006
**Permission has been granted from the Learning Disabilities Quarterly to print and reproduce this document**
Research Base (PDF)
TransMath Summary Findings of Two Empirical Studies (PDF)
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