Complementary programs Assessment and intervention
Understand your students’ performance and identify the root causes to correctly attend to their differences.
1st and 2nd grade

Early intervention

Be one step ahead and no one gets left behind.

Traditionally, we’ve waited for studentsto fail before taking action. If we wait to intervene until poor performance is already affecting school performance, it is difficult to remedy.

Thanks to technology, we can identify and act on poor performance much earlier, and at an affordable cost, in order to prevent it from becoming a problem.

We achieve this using these two tools:

With our early intervention, more than 80% of low-performing students catch up to the rest of their class, an increase of 30 percent compared to no intervention.
Read the full study
Scientific findings

What are the Tiers and RTI systems?

 

Mathematical performance follows a normal pattern. Students who fall below the 30th percentile (low-performing zone) are unlikely to be able to keep up with their class.
Within this group of students, we must differentiate those who have a learning difficulty from those who have not received adequate stimuli in the past.

As the school years pass, we can organically determine which students form part of each group. However, if we wait until this point to intervene, it is usually too late. If, on the other hand, we intervene too early, the level differences in the classroom are significantly reduced.

Within this framework, we group students into 3 Tiers, depending on the degree of support they need.

At the end of the intervention, of the initial 30% low-performance students, 4 out of 5 move out of the zone, responding positively to the intervention.

A non-response to the intervention indicates potential learning difficulties and the need for more intensive support.

Activities to explore the concept of number

Instantly identifying small quantities, automatically identifying what comes next, internalizing the number line…

Compare sets of hidden elements [1, 30]

Try it out

Non-segmented line (0-100)

Try it out

Quantity and written numbers up to 10

Try it out
Performance Report

Reports of the universal screening test

Determine the possible risk of developing difficulties in the future for each student and each cognitive indicator.

Analysis of all the indicators of mathematical performance

  • Answering speed
  • Processing speed
  • Understanding of numbers,
  • Comparing magnitudes
  • Number line, ranging 0-100,
  • Working memory,
  • Arithmetic fluency and
  • Logical reasoning.

With reference to the universal screening and the other classes in the school

Backed by evidence

Development and validation of a semi-automatic and scalable intervention response framework in mathematics.

Study carried out in Spain and published by Springer Nature

In a sample of 418 students in 13 schools, 5 received the intervention and 8 were in the control group.

81% of students who were underperforming in math and who participated in early interventions were able to improve their arithmetic fluency.

3rd grade to 8th grade

Benchmark assessment

Learn how your students are performing compared to expectations.

During elementary school years, it is important to determine our students’ performance in an objective and standardized way. This task falls on official tests, which, due to their low frequency, limit our capacity to intervene.

Using our tool, we can perform reliable periodic summative assessments. In addition, since our educational community is so large, it allows us to compare our situation to other schools with similar profiles.

BENCHMARK ASSESSMENT

ConMAT Mathematical Knowledge Tests

Measures the level of mathematical knowledge with regards to both contents and processes. Do them at the beginning and end of each course. Get a comparison performance report showing the results from your classes and those obtained by other schools.

Content types

Concepts Procedures Processes
3rd Grade

Question: How many vertices and edges does this prism have?
Content: Space and Shape (Identify vertices and edges in a polyhedron)

5th Grade

Question: A person who is facing point A turns to face point B. How many degrees have they turned to the right?

Content: Measurement (Understand that a right angle measures 90°)

4th Grade

Question: What is the answer to this operation?
1,000 – 251 = 

Content: Numbers and Operation (Subtract using any strategy of your choice)

6th Grade

Question: Four people look at this construction from a different perspective. What is the image that corresponds to person 2?

Content: Space and Shape (Represent the side and top views of a 3D shape)

3rd Grade

Question: We can make 6 different numbers in a 3-column abacus using 2 beads. Which number is missing?

Content: Numbers and Operation (Represent numbers using the abacus)

6th Grade

Question: Four students worked out this addition 18.80 + 1.45 + 1.45 by jumping along the Number Line. Which student made a mistake?

Content: Numbers and Operation (Add any two decimals by jumping along the Number Line)

Detail of the test contents

3rd Grade

Level: End of 3rd grade and/or beginning of 4th grade

Specific content:

  • Represent numbers (on the Number Line and on the abacus) and solve questions using a 0-1,000 Number Line.
  • Identify the properties of multiplication and automatize the times table.
  • Multiply using the area model.
  • Divide by sharing objects and making groups.
  • Solve real-world situations in the context of division using numbers between 0-1,000.
  • Identify edges and vertices.
  • Translate 2D shapes.
  • Draw 3D shapes from different angles.
  • Form polyhedrons from their nets.
  • Sort polygons: according to the number of sides and vertices.
  • Identify rows and columns.
  • Use directional language to describe the movements of an object, paying attention to its direction.
  • Identify the appropriate units of measurement for a problem.
  • Measure with a ruler.
  • Measure the area of a shape on a grid.
  • Solve real-world situations involving time.
  • Identify certain, possible, and impossible events.
  • Interpret bar graphs.
  • Solve picture equations.
  • Transform numbers using function machines.
  • Follow sequential instructions (computational thinking).
4th Grade

Level: End of 4th grade and/or beginning of 5th grade

Specific content:

  • Mark numbers on a 0-1,000 Number Line.
  • Count cases in combinatorial situations
  • Add numbers between 0-1,000.
  • Automatize the times tables (and division within the times tables range)
  • Use estimation within multiplication in the 0-1,000 range.
  • Make sense of multiplication exercises.
  • Solve real-world situations involving multiplication.
  • Identify vertices, sides, angles.
  • Classify polygons.
  • Identify the lines of symmetry in a 2D shape.
  • Form polyhedrons from their nets.
  • Visualize the parts of a 3D shape.
  • Use directional language to describe the movements of an object, paying attention to its direction.
  • Identify the appropriate units of measurement for a problem.
  • Calculate and measure angles.
  • Measure the area of a shape on a grid.
  • Solve real-world situations involving length.
  • Interpret bar graphs and pie charts.
  • Identify certain, possible, and impossible events.
  • Find number patterns.
  • Follow increasing number patterns.
  • Transform numbers using function machines.
  • Follow sequential instructions (computational thinking).
5th Grade

Level: End of 5th grade and/or beginning of 6th grade

Specific content:

  • Mark numbers between 0-1,000,000 on the Number Line.
  • Count the different combinations in problems.
  • Order decimal numbers and add decimals fluently.
  • Multiply numbers between 1-1,000 fluently.
  • Identify simple fractions and calculate the fraction of a given number.
  • Solve real-world situations in the context of division using numbers between 0-1,000.
  • Identify faces, edges and vertices of a 3D shape.
  • Add lines of symmetry to a 2D shape.
  • Draw 3D shapes from different angles.
  • Form polyhedrons from their nets.
  • Use directional language to describe the movements of an object, paying attention to its direction.
  • Calculate missing angles from other known angles and use a protractor.
  • Understand basic concepts about area, measure the area of shapes on a grid, and measure the surface area of polyhedrons.
  • Make unit changes: ounces, pounds.
  • Solve real-world situations involving length.
  • Calculate the mean of a data set
  • Interpret bar and line graphs.
  • Recognize random events and calculate probability using Laplace’s rule.
  • Interpret relationships between weights with scales.
  • Follow increasing number patterns.
  • Sort data using Venn diagrams.
  • Transform numbers using function machines.
  • Follow sequential instructions (computational thinking).
6th Grade

Level: End of 6th grade

Specific content:

  • Represent decimals on the Number Line.
  • Count the different combinations in problems.
  • Divide fluently in the times tables range.
  • Add decimals from known answers.
  • Calculate exponents.
  • Identify fractions as part of a total and calculate fractions of a given number.
  • Calculate percentages.
  • Calculate the divisors of a number.
  • Make sense of combined arithmetic calculations.
  • Solve real-world situations involving division.
  • Identify edges and vertices.
  • Form polyhedrons from their nets.
  • Draw 3D shapes from different angles.
  • Find and write coordinates.
  • Identify turns.
  • Use directional language to describe the movements of an object, paying attention to its direction.
  • Identify area and perimeter, and the relationship between the two.
  • Measure perimeter.
  • Measure the area of a shape on a grid.
  • Estimate angles.
  • Solve real-world situations involving time.
  • Interpret pie charts and line graphs.
  • Calculate the mean or average of a data set.
  • Calculate probability using Laplace’s rule.
  • Find an element far from a repetition pattern.
  • Solve simultaneous picture equations.
  • Transform numbers using function machines.
  • Follow sequential instructions (computational thinking).

Detailed Performance Report

Get a comparison performance report showing the results from your classes and those obtained by other schools.

Entire-class results (broken down into content blocks and cognitive fields) in relation to other classes in the school (if applicable), and with other schools that use Innovamat.

Individual student results for each class (broken down into content blocks and cognitive fields).

BENCHMARK ASSESSMENT

Mock official exams

Take mock official exams from previous years in a digital format. Get a complete student performance report. Use this data to adapt your teaching practice so that you can get the desired results on the real test.

*Only available for specific regions and ages.

List of available official exams
Spain
  • TIMSS – 4th grade. From 2011, 2015 and 2019
  • CCBB – 6th grade. Basic Aptitudes of Catalonia. From 2022 and 2023
Mexico
  • TIMSS – 4th grade. From 2011, 2015 and 2019
  • MEJOREDU – 3rd grade. Diagnostic evaluation. From 2023
  • MEJOREDU – 4th grade. Diagnostic evaluation. From 2023
  • MEJOREDU – 5th grade. Diagnostic evaluation. From 2023
  • MEJOREDU – 6th grade. Diagnostic evaluation. From 2023
United States
  • NJSLA – 3rd grade. New Jersey Student Learning Assessment. From 2023
  • NJSLA – 4th Grade. New Jersey Student Learning Assessment. From 2023

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Innovamat