One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program increased student performance compared to the traditional textbook approach. The research question involved understanding how the two approaches differed by comparing the results of the Georgia Criterion Reference Competency Test (GCRCT) of two grade 5 classes using the MOVE IT Math(TM) reform model as a stand-alone curriculum and one class using the traditional textbook approach to learning mathematics. Data was collected for a total of 100 participants ( N = 50 for, N = MOVE IT Math(TM) 50 for traditional math). Data was analyzed using an independent sample "t" test and chi-square test to examine the differential impact of instruction. The data indicated that there was a significant difference between the two groups, with the MOVE IT Math(TM) reform model students having a higher overall mean than the traditional textbook group students. A higher percentage of MOVE IT Math(TM) students exceeded expectations while a higher percentage of traditional textbook students met expectations. These findings suggest that the primary advantage of the MOVE IT Math(TM) reform model is supporting high levels of mathematics achievement among those students who are capable of reaching those levels rather than helping struggling students to raise their level of performance to meet the standards. The study is relevant to social change because it may encourage educators to implement MOVE IT Math(TM) to effectively serve student learning and directly improve student achievement and prepare mathematical thinking for the 21st century. [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.]