JUMP math

Multiplying potential: working to promote a numerate society


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Toronto, Ontario
CA Canada
Web http://www.jumpmath.org/cms/


About the project Edit

JUMP Math is dedicated to helping children succeed at, and enjoy, learning math. JUMP is aware that there is a strong causal link between a child’s academic success and his or her future contribution to society. We strive to increase children’s chances of success, to reduce socio-economic disparities, to engender a sense of belonging and, most importantly, to endow voiceless children with opportunity.

There are several core beliefs at the foundation of the JUMP Math philosophy:

• New intellectual abilities can emerge suddenly in even the most challenged student from a series of small advances, just as a chemical solution can change colour with the addition of a single drop of reagent. More than any other subject, math is a tool for adding, in a methodical and effective way, the drops of knowledge that will transform a student.

• This non-linear potential can only be nurtured if students are confident and attentive. Teachers must pay attention to the psychology of the classroom to make sure that everyone is included, involved and participating, and supported with responsive instruction, praise and encouragement. Children who don’t believe they can succeed will never do so. The JUMP program starts with a confidence building exercise that has demonstrably changed children’s perceptions of their abilities.

• By adopting the methods and principles of JUMP, schools can teach mathematics to a higher standard, without leaving students behind, and in a cost-effective manner.

• There will always be differences between students, but we don’t need to exaggerate or highlight them by setting up unnecessary hierarchies. By using materials and methods that minimize differences, teachers can cover more of the curriculum and can narrow or close the wide gap in student performance that exists in most classrooms.

• Teachers will only succeed in helping all levels of student when they know how to determine what their students know, how to reduce concepts into the most basic elements of perception and understanding, and how to extend ideas in a way that is engaging while taking into account the student’s readiness to move forward.

In what ways is this project unique and creative? Edit

JUMP Math is a numeracy program. JUMP Math is dedicated to enhancing the potential in children by encouraging an understanding and a love of math in students and educators. JUMP Math replaces the self-fulfilling myth that some people are born with mathematical ability while others do not have the ability to succeed with assumptions that all children can be led to think mathematically.

We offer educators, tutors and parents complete and balanced materials as well as training to help them reach all students.

JUMP Math draws on the latest cognitive science research to build upon the best aspects of math programs from around the world to provide a unique combination of depth, careful scaffolding, continuous assessment and a variety of innovative instructional approaches.

What is the social value of this project? Edit

Randomized Controlled Study Demonstrates Substantial Gains for Students Using JUMP Math versus Incumbent Program

A team from Toronto’s Hospital for Sick Children, The Ontario Institute for Studies in Education and the University of Toronto conducted a randomized controlled study which followed 272 students randomly selected from 29 classrooms, in 18 schools, in a rural Canadian school board. Teachers (classes) were randomly selected to use either JUMP Math or the incumbent math program, and the teachers in each group received equivalent training in the respective programs. Researchers found that the math knowledge of children using JUMP Math grew twice as much as that of children using the incumbent program. Study results are under peer review and JUMP eagerly awaits publication of the full report.

~ Solomon, T., Martinussen, R., Dupuis, A., Gervan, S., Chaban, P., Tannock, R., Ferguson, B. (2011) Investigation of a Cognitive Science Based Approach to Mathematics Instruction, data presented at the Society for Research in Child Development Biennial Meeting, Montreal, March 31 - April 2, 2011

The Borough of Lambeth, UK raises its year-6 pass rate by 10% (versus 2% for England as a whole), since introducing JUMP in 2007

The Borough of Lambeth school authority tracked two groups of students who wrote the year-6 national exams in 2009, one of which used JUMP for two years and the other of which used JUMP for one year. Only 12% of the first group of 353 struggling students were at or above grade level at the beginning of year-5 and many were several grades behind; yet 60% of this group passed the national exams at the end of year-6 (a 5-fold rise in pass rates). A second group of 150 students used JUMP for one year. Only 28% of these students were at or above grade level at the start of year-6, many being several grades behind, yet 62% passed the year-6 exam. The Borough’s year-6 pass rate rose from 6% below the national average in 2007 to 2% above in 2010.

In 1998, the percentage of children achieving the expected level in mathematics in The Borough of Lambeth trailed the national average by 9% (49% vs 58%). By 2007, the year that JUMP was introduced in Lambeth, Lambeth’s pass rate had risen to 71%, but remained 6% below the national average. Three years later, Lambeth’s year-6 mathematics achievement exceeds the national average by 2%.

Toronto teacher duplicates dramatic gains for successive classes

During her first year using JUMP, a Toronto teacher lifted her class average ranking from the 66th percentile on the grade 5 TOMA test to 92nd percentile on the grade 6 test, in September of the following year. Her next class improved its average ranking from the 54th to 98th percentiles.

The teacher reported that she followed the JUMP lesson plans more closely with her second class. In both cases, the lowest post-JUMP ranking equaled or exceeded the highest pre-JUMP ranking. In addition, all but one child in each class wrote the Mathematica Pythagoras and 14 of 17 achieved distinction (the Pythagoras math contest emphasizes problem solving and is written by approximately 5% of Canadian grade 6 students – in general, Canada’s “top” math students).

What is the potential of this project to expand and develop? Edit

The JUMP Math numeracy program was started in 1998 by mathematician and playwright, Dr. John Mighton, an Adjunct Professor in Mathematics at the University of Toronto, Order of Canada, an Ashoka International Fellow, winner of two Governor-General’s Awards for Drama and the prestigious Siminovitch prize.

JUMP Math became a registered charity in 2002. JUMP has grown rapidly and is currently being used by over 85,000 children in over 400 schools, tutoring programs and at home.

Registered Charity

We are a federally registered charitable organization based in Toronto, Canada. JUMP Math’s Canadian Registration Number is 864326814 RR0001.

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