In 2007, only 32% of Georgia's fourth grade students were considered at or above the proficient level in mathematics. The purpose of this study was to examine the effectiveness of the TouchMath program at one elementary school. The TouchMath program was developed based on the constructivist learning theory and includes aspects of theories from Bruner, Gardner, and Piaget. The research question involved understanding difference in computational abilities between kindergarten students taught by the TouchMath program and those taught through traditional means. The research design was a quasi-experimental, quantitative nonequivalent control group design. An independent-samples t test was used to test whether there was a significant difference between instructional strategies and mathematical achievement. Results of the statistical test demonstrated significantly higher gain score in mathematics achievement for those who were taught using the TouchMath program. Implications for positive social change including providing effective instruction that can better prepare children with the foundation on mathematics that can enable them to compete globally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]