TouchMath Blog
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“I Wasn’t Broken—Just Wired Differently”: Carrie’s Journey with Dyscalculia
“I Wasn’t Broken—Just Wired Differently”: Carrie’s Journey with Dyscalculia For most of her life, Carrie thought she was just “bad at math.” A gifted student, she was reading well before kindergarten and sailed through most subjects with ease—until third grade.
Discovering Dyscalculia at 62
Discovering Dyscalculia at 62: Randy’s Journey Through Misunderstood Struggles with Math Randy, a seasoned educator now in her late sixties, spent most of her life believing she just wasn’t “good at math.” Despite being in honors classes throughout high school,
3 Classroom Habits That Make Explicit Instruction Stick
3 Classroom Habits That Make Explicit Instruction Stick The first time you try explicit instruction, it feels straightforward; model the skill, practice together, release responsibility. But the magic happens in the habits that surround that routine.It’s not just the
The Secret to Helping Struggling Math Students: It’s Not Magic, It’s Systematic Instruction
The Secret to Helping Struggling Math Students: It’s Not Magic, It’s Systematic Instruction You can spot that moment right away, the moment when a student’s face goes blank halfway through a math problem. You try explaining it again, a different
Why Explicit, Systematic Instruction Is Every New Teacher’s Best Friend
Why Explicit, Systematic Instruction Is Every New Teacher’s Best Friend There’s a moment every new teacher hits (often around week three) when the pacing guide keeps moving, the range of student needs widens, and you realize that enthusiasm alone can’t close learning gaps. You’re juggling big ideas, behavior routines,
From Concrete to Abstract: Why the CRA Approach Makes Math Click
From Concrete to Abstract: Why the CRA Approach Makes Math Click If you’ve ever watched a student stare at a number sentence like it was written in another language, you already know this truth: Math doesn’t start on the
Counting money and cognitive load
Counting money and cognitive load Math, memory, and misinterpretation part 2 For many students, this question appears straightforward: add up the money shown. But for a student with dyscalculia, this task isn’t simple. In this series, we’re examining how standardized
How math feels with dyscalculia
How math feels with dyscalculia Math, memory, and misinterpretation part I For someone with dyscalculia, standardized, timed tests don’t feel like they are testing intelligence, but instead precision under pressure, visual filtering, or short-term memory, rather than the actual understanding
EdTech Breakthrough Awards 2026
TouchMath Named Special Education Solution of the Year by EdTech Breakthrough Awards 2026 Celebrating a recognition that reflects our commitment to empowering students with diverse learning needs TouchMath is honored to announce that we have been named Special Education Solution