With RTI (Response to Intervention) infiltrating many districts, it is no surprise that school districts are shopping for math intervention programs. Fortunately, there is a wide selection from which to choose. However, the lines between what is an intervention program and what is a supplemental program have been blurred and many supplemental programs can be adapted for an intervention program. In addition, some programs are designed to fulfill both roles. Listed below are several online or software based math intervention programs

The Case for Mobile Learning Intervention in Math

A study was recently done at a Midwestern elementary school of the effects of a mobile learning intervention (iPods and applications) versus more traditional methods (flashcards) to learn multiplication facts. Both programs were supplemented with the core math program Everyday math. The study concluded that “MLI [mobile learning intervention] students outperformed comparison students on a post-intervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others” (Kiger, Herro, and Prunty, 2012).

Benefits

• The MLI cost per student ($252) is fiscally preferably to one-to-one laptop programs and similar initiatives that require significantly more investment in hardware, software, and technical support” (Kiger, Herro, and Prunty, 2012). 
• The total for the MLI System was $10,319
• "On average, MLI students answered more items correctly on the post-intervention multiplication test" even though mobile learning students received no intervention with traditional multiplication flashcards.  

Implications for users of mobile learning

•  “Effective implementation of mobile learning depends on administrative and school commitment and adequately trained teachers in matters of pedagogy, instructional technology integration, classroom management/facilitation, and mobile device operation” (Kiger, Herro, and Prunty, 2012).
•  “An onsite resource person…is needed for teacher support, device management and trouble shooting, software/app selection, and stakeholder communication” (Kiger, Herro, and Prunty, 2012).
• “Adopting a bring your own device (BYOD) model may improve device accessibility while allowing the school to downsize its own hardware inventory” (Kiger, Herro, and Prunty, 2012).
• Students sharing devices may also allow the school some financial relief
• “A program evaluation plan should be formulated and executed for improvement and accountability purposes” (Kiger, Herro, and Prunty, 2012).       

Listed below are several apps useful for math intervention:

Conclusion

“Coupling ‘business as usual’ curriculum with a mobile device may be a cost-effective lever to improve student achievement” (Kiger, Herro, and Prunty, 2012). This study proves that students do actually learn more efficiently than traditional educational methods. This may be due to the more immersive atmosphere of an educational application versus the traditional flashcard method of learning multiplication facts. Students in this study found that they enjoyed the iPods and applications more so than students with the traditional flashcard method, which may be another reason for their increased scores.

Mobile Learning and Math

Mobile learning intervention in math can be a great technology differentiation technique. Using technology like iPods, such as the study listed above, teachers can differentiate using applications. Students can use either different applications or different settings within the same application.

References/Math Intervention Resources

Coaty, M. (2012, November 17). [Web log message]. Retrieved from http://educationalaspirations.wordpress.com/2012/11/17/ipadmathrti/

Doe, C. D. (2005, Jul/Aug). Products for Math Teachers. Academic Research Library, p. 29. Retrieved from: http://www.cimm.ucr.ac.cr/usodetecnologia/Uso%20de%20tecnologia/PDF,%20Viejos%20y%20Nuevos%20(uso%20de%20tecnologia)/Doe,%20Charles.pdf

Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal Of Research On Technology In Education, 45(1), 61-82.

Renaissance Learning (n.d.). Mastering basic math facts is as easy as 1, 2, 3. Retrieved from http://www.renlearn.com/mf/

Roe, L. (n.d.). Math intervention apps: 5-8. Retrieved from http://www.appolicious.com/curated-apps/1778-math-intervention-apps-58

Renaissance Learning (n.d.). How STAR Math Enterprise works. Retrieved from http://www.renlearn.com/sm/howitworks.asps

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