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Learning math in a more profound and lasting way. Children discover all the content of the curriculum and understand every step of the process to consolidate knowledge.
Understand mathematics as a way to think and interpret the world. In addition to building lifelong content, they develop mathematical skills to help them face a changing future.
Through questions and reflections, all students participate and discuss different strategies, representations and solutions.
Students discover mathematical concepts and properties through the use of manipulatives and other resources. These help them understand complex content in a practical way while also laying the foundations for understanding math in an abstract way.
Once the concepts have been established, it is essential to provide a space for systematic practice. Using the paper logbooks and the Atlas Math, students reinforce the procedures they have learned and develop fluency in a self-directed and personalized way.
Innovamat is an educational organization that focuses teaching math. Our mission is to help improve how math is taught by offering resources, training, and research to academic spaces, working with experts in math education.
We provide a dynamic, research-based curriculum for teachers that combines real classroom experience with innovative strategies, promoting competency-based, personalized, and practical math learning for every student. For this reason, our approach emphasizes a deep understanding of content and the development of math skills by using manipulatives, fostering classroom discussion, and engaging in personalized practice.
Since our founding in 2017 in Barcelona, Innovamat has partnered with 24,000 teachers from more than 2,800 schools in Spain, the United States, Mexico, Italy, Chile, Ecuador, Colombia, Brazil, and Peru, inspiring more than 600,000 students to build strong math foundations and instill a passion for learning.
“Innovamat´s curriculum focuses on finding and working on different strategies to solve the same operations. This allows students to understand what they are doing at every point in an operation and helps them develop mathematical competence, while respecting their own learning rhythms.
Once they have understood the operation in question, they also learn the traditional algorithm, which most of us learned, and they understand how and why it works.
To learn more about the different methods we use, visit the videotutorials and curriculum guides we offer in the Learning From Home section for families.
At Innovamat, we are committed to zero individual screens for children ages 0–6, because the young brain learns by touching, exploring, and talking.
In elementary and middle school, scientific evidence guides our strategy. We integrate technology only where it adds real value and serves as a supplement to teacher instruction, never as a replacement. Personalized practice with Atlas Math is limited to 45 minutes per week, always supervised and following a pedagogically defined, structured, and personalized learning path. Additionally, our approach offers an equivalent paper-based alternative for schools that choose a screen-free environment: the same mathematical rigor, without screens.
Yes. Artist is Innovamat’s early intervention program, focused on the universal assessment of arithmetic fluency and the precursors of mathematical learning. It is designed for students in the early grades of elementary school, and its goal is to identify and address foundational math skill difficulties at the source through universal screening, personalized activities, and progress monitoring.
The starting point of the program is COSMOS, a universal screening test designed to detect early difficulties in math, particularly in number sense and calculation. The results from COSMOS help determine which students may benefit from the intervention.
Learn more about the program.
Yes. The program is designed based on what research tells us about how children learn math. Its core pillars, hands-on learning, peer dialogue, the Concrete-Pictorial-Abstract progression, and spaced and adaptive practice, are strongly supported by international scientific literature.
Available independent studies indicate that students learn more and learn better, with a consistent pattern: impact consolidates after the second year of use, not the first. Changing the way math is taught takes time, and the data confirms this.
Two recent studies illustrate this. In the United States, WestEd found that, after two years of implementation, students using Innovamat achieved significantly better math outcomes than a comparable group. In Brazil, Germina evaluated the program in public schools in Rio de Janeiro and found significant improvements in 2nd and 3rd grade after two years, along with a reduction in the achievement gap among students from more vulnerable groups.
As additional external validation, Innovamat passed the rigorous curricular adoption process of the State of California, one of the most demanding in the United States in terms of pedagogical quality.
That said, we want to be transparent: the evidence is solid and growing, but we are still building our data. Innovamat is not a magic solution — it is a robust tool that, when well implemented and supported by strong teaching, consistently delivers positive results.
Our program is curricular and goes from early years to middle school, which means that we work on all the required content within the current legal framework and that, in addition, we follow the methodological guidelines recommended for each stage. This ensures that, if the curriculum is implemented correctly, there will be no problems in the transition between stages.
Since Innovamat is a curriculum, it takes the region’s guidelines for assessment into account. With the new law, assessment is more focused on students’ competencies, and this means that the focus changes, since not only content is taken into account (if the student knows how to count, for example), but also mathematical processes or competencies.
As far as content is concerned, students will reach the required level for high school and/or college, since we cover everything required by the Department of Education. In addition, during the different stages we seek to build a good base of content and a good development of processes, that is why we set well-rounded activities and we do not work on memorization, but rather that students understand what they are doing.
