Technology, Mathematics PS/RTI, and Students with LD: What Do We Know, What Have We Tried, and What Can We Do to Improve Outcomes Now and in the Future?

Abstract

Effective integration of technology within mathematics problem solving/response to instruction (PS/RTI) for students with/at risk for identification of learning disabilities (LD) is the focus of this article. The discussion is situated within the current context of mathematics PS/RTI, the literature base relative to technology integration in mathematics for students with LD, and emerging 21st-century technologies. Limitations of the research base are identified, and suggestions for the future are provided. Next, a systematic framework for integration of technology in mathematics PS/RTI is introduced that incorporates consideration of (a) effective mathematics instructional practice within mathematics PS/RTI, and (b) the nature of the mathematics content and student learning barriers and strengths. Ways in which technology can enhance effective mathematics practices for students with LD are suggested, and implications for research, development, and practice are discussed.

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

“…Finally, for TMM interventions to be more effective for students with or at risk for MLD, it is important for the field to consider how to integrate TMM interventions within multitiered systems of support (Allsopp et al, 2010). This approach would require researchers and teachers to consider how to best align TMM interventions with mathematics instruction delivered in core (Tier 1 settings).…”

“…The National Education Technology Plan (Atkins et al, 2010), for example, charged the field of education to develop an actionable plan to embrace the potential of technology in today’s classrooms. The literature from the field of special education has also continuously promoted the potential of TMM interventions to improve the mathematics outcomes of students with or at risk for MLD (e.g., Allsopp, McHatton, & Farmer, 2010). Much of this has been summarized in six recent literature reviews, which we examine below and discuss how our current study expands from this existing literature base.…”

A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom

“…One possible solution to this could have been iPad integration throughout the curriculum in all subjects so that students would be familiar to the iPad. Integrating technology throughout the curriculum in all subjects allows students to be more engaged in the classrooms, and have more confidence in the technology, which may lead toward a greater confidence in the subject (Allsopp, McHatton, & Farmer, 2010).…”

Program Evaluation: Integration of Educational Software into the Elementary School Math Curriculum

“…Graphing software improves students' (a) understanding of algebraic concepts (Lagrange & Erdogan, 2009;Ruthven, Deaney, & Hennessy, 2009) and (b) motivation and engagement. Integration of software programs into math instruction could enhance instruction (Allsopp et al, 2011;Ertmer & Ottenbreit-Leftwich, 2010) for teachers to transmit knowledge (Dakers, Dow, McNamee, 2009) to help students think critically (Almekhlafi & Almeqdadi, 2010).…”

“…Software may include audio, video, animations, text, and graphics. When educational software programs are aligned with curriculum, the outcome is (a) improved student achievement (Van Steenbrugge, Valcke, & Desoete, 2010) and (b) students develop educational skills (Allsopp, McHatton, & Farmer, 2011). Educational software programs could be challenging for educators who may need job-embedded training on how to effectively integrate software into the curriculum (Crosnoe et al, 2010;Goktas, Yildirim, & Yildirim, 2009;Lim, Lee, & Hung, 2009).…”