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Innovamat is an educational organization founded in Barcelona in 2017 and specializing in mathematics teaching and learning. Present in 9 countries and with more than 720,000 students, the program covers early years, primary and secondary education, and brings together curriculum program, teacher training, assessment and intervention to address learning difficulties, all within a system grounded in scientific evidence. It also researches, generates and shares knowledge on mathematics education in collaboration with global experts in didactics, cognition and neuroscience with the aim of improving mathematics learning.
The curriculum program for early years, primary and secondary is the core of mathematics learning in the classroom, but there are needs that no curriculum covers on its own: spotting difficulties early, tracking each student’s progress individually, or offering extra practice when it is needed.
For each of these needs, Innovamat offers specific tools:
In addition to these programs, Innovamat offers ongoing teacher training and additional practice resources for students. For families, there are materials to connect with what is learned in the classroom, such as the Enigmath notebooks.
From day one we have believed that scientific research should play a central role in education. Our scientific research spans a broad field: neuroscience, cognitive psychology, learning science and mathematics didactics. It is the basis on which we design our materials and evolve the program and, at the same time, we want it to be a contribution to the field, not just something for internal use.
We know that bringing all this knowledge into the classroom remains one of education’s great challenges. That is why we work to build bridges between research and teaching practice, collaborating with universities, external research centers and some of the world’s leading experts in mathematics and learning science, with whom we continue to improve our program.
In addition, we are one of the few education companies that commissions independent efficacy studies to measure the program’s real impact in classrooms. See the external evaluation of Innovamat.
If you want to go deeper, we have gathered all the scientific and pedagogical foundations of our program in the White Paper on mathematics learning.
Innovamat’s teaching principles start from one underlying idea: we prioritize both understanding concepts and the fluency to apply them.
Yes. Innovamat’s resources are adapted to the official curriculum of each country or region where we operate, so that students achieve the competences and content required by law in each grade and stage.
Each session lasts approximately 45 minutes and is structured in three parts:
Practice is essential for learning at every age. As with the whole design of our curriculum program, we decide how to approach it based on what the available scientific evidence concludes.
In early years, exposure to individual screens is zero: learning happens through experimentation with physical materials, play and conversation. There is no evidence that 1:1 devices outperform hands-on learning at this age, and some social factors increase the risk of overexposure.
From 1st grade of primary school onwards, technology does not play a central or decisive role in Innovamat’s program. Practice on paper is provided and, for schools that want it, there is also the option of digital practice. In this case, the curriculum program strictly limits its weight: it is always controlled practice, under the teacher’s supervision, with a maximum of 45 minutes per week. In addition, researchers from the University of Murcia, specialists in the field, analyzed our digital practice and concluded that it contains no dark patterns.
Beyond student practice, technology also has a useful role for the teacher: it allows them to gather objective data on each student’s progress in order to monitor it and adjust their teaching.
Because children learn mathematics with their hands, their bodies and their interaction with others. Research consistently shows that physical, social and play-based experiences are the most powerful foundation for early mathematical thinking. That is why we firmly believe this stage should be free of individual screens, and we have designed our early years program accordingly.
Each school decides autonomously which curriculum program and which materials it wants to use in its classrooms; neither families nor the education authorities take part in that choice. As with any other educational program, it is the teaching staff and the leadership team who, usually after looking at several options, decide which mathematics program best suits their students’ needs.
If you have questions about why the school chose Innovamat, or you want to understand the process better, the best option is to talk directly to the teaching team: they will be able to explain how the decision was made.
Yes. We prioritize external, independent research to evaluate the program’s impact, which is why we regularly work with external researchers and research centers to drive as many evaluation studies as possible.
That said, not every country has the same culture of evaluating educational programs, which means that in many contexts we do not yet have local efficacy studies. Where it has been possible, as in the United States and Brazil, the results are consistent: students who use Innovamat’s resources achieve better results in mathematics tests than students in similar contextual conditions who use other curriculum programs. One example of this rigor is the adoption process in the state of California, considered one of the most demanding in the world, which Innovamat has passed as the first non-American organization with a mathematics curriculum.
Innovamat has a rigorous process for designing and evaluating its programs and services. For more information on research and scientific evidence, see here.
Innovamat is one of the few educational programs with external, independent evaluation studies.
The study by WestEd (New Jersey, USA) tracked, over two school years, 2nd and 3rd grade students using Innovamat’s resources, comparing them with a group matched on initial performance, grade, gender and socioeconomic status. The results show that students using Innovamat made greater progress, with an effect size of between 0.16 and 0.24 standard deviations. To put that in context, the usual benchmark in educational research is 0.1; this study confirms an effect size of up to more than double that reference value. In addition, the teachers who took part in this external evaluation observed that this improvement translated into more student-centered lessons, with more mathematical conversation and more confidence.
The research center Germina (Rio de Janeiro, Brazil), for its part, evaluated the implementation of Innovamat over two years in 5 public schools (today, 159), with a control group and in collaboration with the Municipal Department of Education and Fundação Lemann. Students who used Innovamat’s resources achieved better results, with an effect size of between 0.16 and 0.20 standard deviations. As in New Jersey, teachers also perceived improvements in learning, in motivation and in students’ connection with the subject.
In addition, Innovamat’s curriculum materials and teacher support services have been approved by the California State Board of Education, the body that decides which resources can be used in California’s public schools. Its approval process is considered one of the most demanding in the world, and Innovamat is the first non-American organization to pass it with a mathematics curriculum.
Your child’s teacher knows first-hand how they work in the classroom, and is the person who can give you the most suitable information, guidance and resources if you want to support them at home. That is why the best starting point is to stay close to the school and ask there directly.
We have also put together a family resources page so you can follow closely what your child is learning. And if they want to keep exploring mathematics beyond the classroom, they also have the Enigmath challenge notebooks.
Yes, in both cases. It is normal to worry when a child is struggling, or to wonder whether they are stimulated enough when they are ahead. Innovamat’s resources are designed precisely to respond to this diversity, with a “low floor, high ceiling, wide walls” approach: every student can enter a problem at their own level, and always has room to go further. Activities are built so that all students can take part, with support materials for those who need more guidance and extension activities for those who are ready to go deeper.
Your child’s mathematics teacher knows their specific needs best, so they are always a good starting point if you have any questions about this.
If what concerns you is additional, more specific support, you can ask at school whether they work with Artist, our early intervention program for 1st and 2nd grade of primary school, designed to proactively address difficulties with arithmetic fluency in the first years of school.
