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What’s new in MyTouchMath® for back-to-school 2026–27
New tools and resources help educators screen, teach, monitor progress, and build math confidence. A new school year is a fresh opportunity to help every student build foundational math skills and confidence. This fall, MyTouchMath® introduces new tools and
Learning from looking closer
Learning from looking closer Math, memory, and misinterpretation part 5 Across this series, we examined four seemingly straightforward fourth-grade math questions: Checking an addition problem using inverse operations Finding the total amount of money Measuring length with a ruler Identifying
Visual reasoning and hidden barriers in math
Visual Reasoning and Hidden Barriers in Math Math, memory, and misinterpretation part 4 At first glance, this question seems visual and intuitive: identify which figure shows a line of symmetry. But for a student with dyscalculia, this task is not
Rulers, rounding, and hidden cognitive load
Rulers, Rounding, and Hidden Cognitive Load Math, memory, and misinterpretation part 3 At first glance, this problem seems simple: use a ruler, measure a picture, and give the length. But for a student with dyscalculia, this task is not just
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
Build It, Draw It, Write It: A Simple Routine That Makes Math Stick
Build It, Draw It, Write It: A Simple Routine That Makes Math Stick Some students hear a math problem and immediately picture it in their mind.Others need to see it.Some need to touch it.And many, especially those still building confidence,
Errorless Learning: Building Confidence and Accuracy One Success at a Time
Errorless Learning: Building Confidence and Accuracy One Success at a Time If you’ve ever watched a student freeze, erase the same problem eight times, or whisper “I’m just bad at math,” you know mistakes can feel heavier than they should.
Take Me As I Am
Take Me As I Am For Theresa, the realization that something was different about the way she processed math began early. As a young child, she couldn’t remember phone numbers—those simple 7-digit sequences that most kids rattled off without effort.