Several studies show that using technology as an intervention tool in mathematics influences student outcomes, motivation to learn, and attitude about learning. However, no meta-analysis exists that examines all three of these characteristics combined along with several facets of the interventions. Understanding how motivation and attitude changes and influences student learning when technology is involved is essential in effectively using technology to enhance mathematical achievement. The current study uses a systematic review process to determine the effects of technology use on student achievement, motivation, and attitude. Different aspects of the intervention are examined (type of intervention, type of treatment, duration of the intervention, mathematical content area, and context of the learning environment). Results from 24 articles (4,522 subjects) indicate a significant overall impact of technology on student achievement, motivation, and attitudes; however, results vary based on the different aspect of the intervention examined.

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Hispanic English-language learners and other students learning English are failing in K-12 mathematics. The field has not responded with mathematics curricula designed for this population, especially at the middle grades. In response to this academic crisis, the Help with English Language Proficiency (HELP) Math program for middle school students was created. HELP Math is a Web-based supplemental curriculum composed of a series of rich interactive lessons that essentialize mathematical vocabulary and academic concepts so that students can better understand the content. As a vehicle for informing the field about designing mathematics curricula specifically for this population of students, the authors track the journey from conceptualization through research and implementation of this supplemental curriculum, with a particular focus on the key challenges and lessons learned.

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Given the mandates of IDEA to include students with disabilities in large-scale assessments, most states have either adopted alternate standards or developed alternate assessments. In either case, it is difficult to understand the students' performance relative to the primary assessment program. And in both cases, the technical adequacy is generally assumed rather than specifically documented. In this study, we developed a series of standardized tasks that can be considered as part of the same construct as operationalized in the primary large-scale assessment program. We then analyzed student performance to ascertain reliability and initial validity. In reading and math, teachers were trained to administer the tasks and judge performance, providing a system with instructional and evaluative uses. The results support the technical adequacy of the alternate assessment.