Digital-Based Interventions for Learners With Mathematics Learning Difficulties

Introduction

Mathematics proficiency is considered a gateway to a success in future mathematics and in the real world. However not all students especially those with disabilities, are performing sufficiently to be able to succeed in the real world. In fact, since 1973 National Assessment of Educational Progress (NAEP) mathematics achievement results, there has been little evidence to suggest that mathematics achievement has improved significantly for students with disabilities (Hasselbring et al, 2016). The 2013 NAEP data shows that only 42% of 4^th graders and 38% of 8^th graders performed at or above the proficient level in mathematics (NCES, 2015). In 8^th grade only 8% of students with disabilities were at or above the proficient level in math, compared with 36% of students without disabilities (NCES, 2015). Ninety-two (92%) percent of students with disabilities performed below proficiency compared to 64% of those without disabilities. The move to more rigorous academic content standards has brought additional learning challenges for students with disabilities. The poor performance as indicated by national testing data, means interventions are critically needed to support all students, especially those with disabilities to acquire the knowledge and skills that will enable them to succeed at home and in work situations. The National Council of Teachers of Mathematics (NCTM) in their position statement on access and equity in mathematics education calls for all students including those with learning disabilities to have access to a challenging mathematics curriculum (NCTM, 2021a). Every Student Succeeds Act (ESSA) calls for schools to ensure that all students be taught to high academic standards that will prepare them to succeed in college and careers.

An effective approach to support students with learning disabilities be successful in mathematics is through technology-based interventions. With accessible technology more widely available, a variety of technologies now exist to enhance students' mathematical competency. According to the National Council of Teachers of Mathematics (NCTM, 2021b) position statement on the strategic use of technology in teaching and learning mathematics, when teachers use technology strategically, they can provide greater access to mathematics for all students. This means that with technology, students with learning disabilities can be supported to not only acquire procedural knowledge but also conceptual understanding.

This chapter reviews research on the status of technology-based, with a specific focus on digital-based interventions in mathematics for students with learning disabilities. An intervention is defined as a specific instruction for a certain period to teach a particular (sub)domain of the mathematics curriculum (Kroensbergen & Luit, 2003). Digital-based tools are those instructional programs or applications that involving practice through a computer or tablet. As accessible technology becomes much more available, many teachers are turning towards these digital-based technologies for teaching and for engaging learners with additional practice both in and outside of the classroom. The technological tools have the benefits of motivating students, providing immediate feedback and increasing time on task. In addition, many of these tools which could be applications or computer programs can be customized and have the ability to differentiate learning thus helping meet the needs of many students. Other benefits include the ability to track data and provide reports about a student progress thus making interventions timely.