1. Developed by:
Brian Park
White Plains, HS,
Janna Kaminskaia
iNovum LLC

2.  The business Vision
 Addressable Minds… what is it
 Addressable Minds results from the “Teaching
Math to high school students” survey
 How results are used
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3. United States‟ education is on the verge of crisis. American kids show very
little interest in learning essential sciences like Math. Upcoming generations of
students are lacking basic skills to compete in the job market.
At the same time countries like Russia, China and India produce millions of
highly educated, hard-working and motivated specialists.
What would make learning subjects like Math interesting to students? What
would motivate them? What will scare them away?
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4.  The Vision – to give a process of learning Math a new life,
new aura, new approach. Make Math kids‟ new favorite
subject.
 Give US Educational system a new insight on how to get
into student‟ heads and hearts the best
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5. Dr. Howard Moskowitz.
Addressable Minds Inventor, honored by the scientific community,...
• Is the President of Moskowitz Jacobs Inc. and holds a
Ph.D. in Experimental Psychology from Harvard
University.
• Won two of the most prestigious awards for research
• 2005 Charles Coolidge Parlin Marketing Research
Award
The “Nobel Prize” of Market Research, received only by
the pioneers of market research.
Recipients include Petter Drucker, Arthur Nielsen, George
Gallup, Michael Porter, David Ogilvy and Philip Kotler.
• 2010 Walston Chubb Award for Innovation across all
sciences, Sigma Xi, The Scientific Research Society,
international Awarded for Mind Genomics: …the science
underlying the technology discussed in this presentation

6.  Addressable Minds is a scientific, actionable form of “predictive
consumer intelligence” accurately defining consumer attitudes
and preferences both stated and unstated.
 It has been described by Malcolm Gladwell and others as
discovering the “DNA of the Consumers Mind”.
 This patented science created by Dr. Howard Moskowitz, author
of “Selling Blue Elephants” (Wharton Press) and the Wharton
Business School has achieved critical acclaim and financial
success across:
◦ product design and development,
◦ consumer messaging,
◦ more effective consumer engagement physically and digitally.
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7. Cuts across traditional segmentation & detects hidden preferences
Behavioral Segmentation
- Product Usage
- Brand Loyalty
- Attitudinal
Addressable Minds
Psychographic Segmentation
- Social Class
- Lifestyle Type
- Personality Type
Demographic Segmentation
- Age
- Gender
- Income
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8. 8

9. Phase I Phase II Phase III
Create Develop Use of Implement Live
Addressable Mind Addressable Use with
Segments Minds Customer &
Prospect
Interactions
The next several charts will describe what we uncovered
about Addressable Minds with potential Teaching Math to
High schoolers in Phase 1

10. IDENTIFY TARGET MARKET
DEVELOP SURVEY QUESTIONS
INTERNET
SURVEY
IdeaMap™
Students
ANALYZED SURVEY RESULTS → Addressable Minds
MARKET SEGMENTATION MARKETING PHRASES TYPING ENGINE
Total Seg 1 Self Seg 2 Seg 3 Seg 4 Personal
Sample Driven Online Technology/ Collaborative Touch with
Banking High Security Online Seekers Technology
Seekers Seekers
Base Size: (267) (105) (50) (59) (53)
Constant: 31 34 28 31 26
Online Collaborative
OC1 Connect online in 'real time' with a customer rep via instant
messaging, voice over IP or video conferencing via your
computer 0 2 2 5 -13
OC3 Faster loan application process…work in real time online with a
loan officer 0 0 -8 12 -8
No more paper mail – we will send you copies of statements by secure e-mail
OC4 Our bank's customer service reps will help you browse and use
our online banking services -1 0 -6 10 -10
OC2 Use our online tool to find and schedule at your convenience an
online working session with an expert such as investment broker,
insurance agent, and/or loan officer -3 1 -11 6 -12 Securely manage your account by PDA, Internet of automated telephone
Online Other
ON3 We will answer all your requests in 'real time' by email, instant or
text messaging 1 7 -11 3 -1
ON4 We offer 'On demand' status reports for services requests (e.g., Our banks customer services reps will help browse & use our on-line services
loan application) delivered to you via e-mail, text or instant 1 6 -4 -3 0
ON2 messaging
No more paper mail... We will send you statements and images of
transactions securely by email -2 5 -17 -5 2
ON1 We allow you to pay bills securely using your mobile devices (cell
phone, PDA, Blackberry, etc.) -4 2 -13 -9 -2
Manage all your banking needs with a state of the art kiosk and be confident
In-Branch Recognition that live help is available if you need it
BR3 We offer a bank-issued smart card so we can recognize you
entering the branch and process your needs faster 4 2 6 -3 13
BR4 Choose a secure eye or finger security scan to identify you
immediately in-branch and at ATM 4 3 10 -1 3
BR2 We have the most secure biometric system that identifies you as
you enter the branch so we can process your needs faster 2 -1 8 -5 6
BR1 We will recognize our customer's mobile phone signal when
entering a branch so we can recommend appropriate bank
products, promotions and special services -4 -3 -6 -11 2
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11.  A survey to serve as a demonstration of the
approach
 Sufficient to show the power of the method
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12.  Survey run from January 25 to January 27 , 2011 :
◦ Population of high school students ages 12-18
 266 Individuals responded
 Assessed two major aspects of messages
◦ Students’ interest in various aspects of learning math
◦ How do these messages make students feel?
 Data reveals the mind-sets of respondents across the
United States, as well as „what works, what doesn‟t‟
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14. 14

15. 15

16. 16

17. Total
Sample
Base Size 266
Propensity to learn math 46
Students are more comfortable with the learning from the funny teacher as he/she has less
4
intimidating aura
Math class goes by very quickly because of the fun lessons 4
Humor turns math class into a student club 4
Math presentations are set up to prevent any squinting and/or fidgeting to see it 4
Students get in less trouble with their teacher because the teacher has a sense of humor 4
Study groups allow learning from other kids which develops mutual understanding 3
Students look forward to class for the laughs that occur while learning 2
Learning at a slow and steady pace 2
Technology keeps students focused, prevents from fooling around 2
The symbol for math taught with humor is a smile, and not a frown 2
No embarrassment is felt when asking a question to a fellow student 2
Learning math in a non-stuffy and comfortable environment 1
New and easier methods of learning math are created through teamwork 1
When you learn alongside your classmates, you do not feel boredom 1
Not having textbooks in class allows students open-minded thinking 0
Technology in math class decreases the need for textbooks 0
Homework assignments from math class are easily transferrable from school to home
0
environment
Math presentations are flashy and mesmerize students 0
Technology helps to remove lethargy in class -2
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18. Segment
Segment
Segment 2
Total 3
Conditional Formatting : Winners >+5 in green & Losers <-2 in red 1 Comfort
Sample Working
Fun able
together
Setting
Base Size 266 105 69 92
Propensity to learn math 46 50 52 36
Students are more comfortable with the learning from the funny teacher as he/she
4 11 0 -1
has less intimidating aura
Math class goes by very quickly because of the fun lessons 4 10 0 1
Humor turns math class into a student club 4 13 -1 -3
Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3
Students get in less trouble with their teacher because the teacher has a sense of
4 10 2 -2
humor
Study groups allow learning from other kids which develops mutual understanding 3 -1 -1 9
Students look forward to class for the laughs that occur while learning 2 8 -1 -2
Learning at a slow and steady pace 2 -6 13 4
Technology keeps students focused, prevents from fooling around 2 1 -2 6
The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4
No embarrassment is felt when asking a question to a fellow student 2 0 -1 6
Learning math in a non-stuffy and comfortable environment 1 -4 14 -2
Homework assignments from math class are easily transferrable from school to
0 -3 -2 5
home environment
Math presentations are flashy and mesmerize students 0 -9 14 -1
Technology helps to remove lethargy in class -2 0 -5 -3
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19. Fun Working Together
39% 35%
Comfortable setting
26%
Messaging for one isn‟t necessary going to
appeal to the other…
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20. Segment
Segment
Segment 2
Total 3
Conditional Formatting : Winners >+5 in green & Losers <-2 in red 1 Comfort
Sample Working
Fun able
together
Setting
Base Size 266 105 69 92
Propensity to learn math 46 50 52 36
Humor turns math class into a student club 4 13 -1 -3
Students are more comfortable with the learning from the funny teacher as he/she
4 11 0 -1
has less intimidating aura
Math class goes by very quickly because of the fun lessons 4 10 0 1
Students get in less trouble with their teacher because the teacher has a sense of
4 10 2 -2
humor
The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4
Students look forward to class for the laughs that occur while learning 2 8 -1 -2
Students feel thankful for the technology and learn more willingly 0 3 -7 3
Enough resting time is given between units for refreshment 1 -2 7 -2
Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3
Homework assignments from math class are easily transferrable from school to
0 -3 -2 5
home environment
Learning math in a non-stuffy and comfortable environment 1 -4 14 -2
When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11
Technology in math class decreases the need for textbooks 0 -5 3 4
Learning at a slow and steady pace 2 -6 13 4
Not having textbooks in class allows students open-minded thinking 0 -6 2 6
Tests are administered when everyone is ready as learning takes place in groups 0 -7 -2 10
Math presentations are flashy and mesmerize students 0 -9 14 -1
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21. Segment
Segment
Segment 2
Total 3
Conditional Formatting : Winners >+5 in green & Losers <-2 in red 1 Comfort
Sample Working
Fun able
together
Setting
Base Size 266 105 69 92
Propensity to learn math 46 50 52 36
Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3
Learning math in a non-stuffy and comfortable environment 1 -4 14 -2
Math presentations are flashy and mesmerize students 0 -9 14 -1
Learning at a slow and steady pace 2 -6 13 4
Enough resting time is given between units for refreshment 1 -2 7 -2
Technology in math class decreases the need for textbooks 0 -5 3 4
Not having textbooks in class allows students open-minded thinking 0 -6 2 6
Students get in less trouble with their teacher because the teacher has a sense of
4 10 2 -2
humor
Students are more comfortable with the learning from the funny teacher as he/she
4 11 0 -1
has less intimidating aura
Homework assignments from math class are easily transferrable from school to
0 -3 -2 5
home environment
New and easier methods of learning math are created through teamwork 1 2 -4 4
When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11
Technology helps to remove lethargy in class -2 0 -5 -3
Students feel less intimidated by other students as everyone is working together 1 0 -7 7
Students feel thankful for the technology and learn more willingly 0 3 -7 3
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22. Segment
Segment
Segment 2
Total 3
Conditional Formatting : Winners >+5 in green & Losers <-2 in red 1 Comfort
Sample Working
Fun able
together
Setting
Base Size 266 105 69 92
Propensity to learn math 46 50 52 36
When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11
Tests are administered when everyone is ready as learning takes place in groups 0 -7 -2 10
Study groups allow learning from other kids which develops mutual understanding 3 -1 -1 9
Students feel less intimidated by other students as everyone is working together 1 0 -7 7
Not having textbooks in class allows students open-minded thinking 0 -6 2 6
Technology keeps students focused, prevents from fooling around 2 1 -2 6
No embarrassment is felt when asking a question to a fellow student 2 0 -1 6
Homework assignments from math class are easily transferrable from school to
0 -3 -2 5
home environment
New and easier methods of learning math are created through teamwork 1 2 -4 4
Learning math in a non-stuffy and comfortable environment 1 -4 14 -2
Students look forward to class for the laughs that occur while learning 2 8 -1 -2
Students get in less trouble with their teacher because the teacher has a sense of
4 10 2 -2
humor
Humor turns math class into a student club 4 13 -1 -3
Technology helps to remove lethargy in class -2 0 -5 -3
The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4
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23. Somewhat Disinterest
Eager Comfortable Interested Uncertain ed
Eager
Students are more comfortable with the learning from the funny
teacher as he/she has less intimidating aura 9 5 7 4 5
Math class goes by very quickly because of the fun lessons 9 6 7 3 5
Students get in less trouble with their teacher because the teacher
has a sense of humor 8 5 7 6 6
Comfortable
Technology helps to remove lethargy in class 6 12 12 4 2
Learning at a slow and steady pace 5 12 8 6 3
Math presentations are flashy and mesmerize students 6 10 9 4 4
Somewhat Interested
Students feel less intimidated by other students as everyone is
working together 5 6 14 2 6
Technology helps to remove lethargy in class 6 12 12 4 2
Technology in math class decreases the need for textbooks 7 8 12 4 4
Uncertain
Math presentations are set up to prevent any squinting and/or
fidgeting to see it 4 10 10 6 3
Study groups allow learning from other kids which develops mutual
understanding 5 8 10 6 3
Students feel thankful for the technology and learn more willingly 8 7 10 6 3
Disinterested
Students get in less trouble with their teacher because the teacher
has a sense of humor 8 5 7 6 6
Students feel less intimidated by other students as everyone is
working together 5 6 14 2 6
Humor turns math class into a student club 7 8 8 5 5
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24. You meet a high school student in a class.
How do you find the right teaching
approach to that student?
How to uncover mind-set to correctly
classify a person who you’ve never met
before?
Knowing the specifics guides you…what
to say and do
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31. 31

32. Typing Tool Link
http://www.mjiweb.com/mjitt/QC_Math/index.htm
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33.  The use of Addressable Minds for teaching math to
high school students identifies three distinct
segments with each segment having different hot
buttons
 Schools across US can adapt the use of this
technique to improve attitude towards learning
math and other subjects as well as to make
teaching process more effective
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