Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

Abstract

Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK–12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first- and second-grade students with MD. The Precision Mathematics curriculum incorporates (a) technology-based activities that offer individualized opportunities for instruction and practice and (b) hands-on activities that promote small-group instructional interactions. Our production of the first-grade Precision Mathematics intervention was grounded in the CRF, which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

“…At the core of PM-L1 is a “hybrid” framework (Doabler et al, 2018) that utilizes technology-based and hands-on problem-solving activities to promote a robust understanding of crucial measurement and data analysis concepts and problem-solving skills among students with MD. The technology activities, which are guided by the teacher’s iPad, offer students opportunities for individualized instruction and practice through their own iPads; whereas the hands-on problem-solving activities allow students to build conceptual understanding through concrete materials.…”

“…Recognizing this gap in the current knowledge base, our research team developed the Precision Mathematics Level 1 (PM-L1) program. PM-L1 is a Tier 2 mathematics intervention that is designed to teach first-grade students with MD the foundational concepts and problem-solving skills of measurement and data analysis (Doabler et al, 2015(Doabler et al, , 2018. Because the unique learning needs of students with MD require instruction that is more intensive and specific than that provided to typically achieving students, PM-L1 incorporates empirically validated principles of explicit instruction to directly teach essential mathematics concepts and skills that students would not otherwise acquire on their own (Gersten et al, 2009;Hughes, Morris, Therrien, & Benson, 2017).…”

“…To develop mathematical proficiency with measurement and data analysis concepts, the PM-L1 intervention judiciously integrates print- and technology-based activities. We contend this “hybrid” approach (Doabler et al, 2018) of interweaving technology and conventional means of explicit mathematics instruction offers inherent benefits for students with MD. For example, the tablet-based platform of the PM-L1 intervention fosters a tactile quality and thus permits students with MD to become active problem solvers (e.g., collecting and graphing measurement data).…”

Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties.

“…These cycles offered opportunities to collect initial empirical data about PM-2 implementation and eventually establish the intervention’s feasibility, usability, and accessibility prior to the current study. For example, earlier research ensured the intervention could be implemented in the timeframe allotted for instruction (i.e., 30-minute sessions), utilized by end-users as designed with few implementation bottlenecks (e.g., hang or freeze of student tablets), and had contextual fit in authentic educational settings (Doabler, Clarke, Firestone, et al, 2019).…”

Considerations for Realizing the Promise of Educational Gaming Technology

“…Finally, educational technology tools, including games and apps, can support teachers in making real-time, data-based decisions that can contribute to the effectiveness of instruction and interventions (Doabler, Nelson, Fien, Clarke, & McCammon, 2014; Edyburn, 2013). Simple data dashboards that depict student gameplay data according to established criteria (e.g., the Common Core State Standards [CCSS]; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) can guide teachers to reteach concepts in classroom lessons the same day.…”