Using Math Apps for Improving Student Learning: An Exploratory Study

in an Inclusive Fourth Grade Classroom

Abstract In research from Zhang et al. (2015) an exploratory study was conducted in an
inclusive 4th grade classroom, half of the students were either at-risk or had
disabilities. The students used three math apps that employed different
scaffolding strategies to support learning of decimals and multiplication. Pre-
and post-tests showed that use of the math apps improved student learning
in mathematics and reduced the achievement gap between struggling
students and typical students.

Method - 4th grade classroom

- 18 4th grade students: 7 girls & 11 boys
- 4 students identified with at least one disability
- 6 students identified as at-risk who received additional service in the
school
- Students used splash math, motion math zoom, & long multiplication
apps over the course of 1 month
- The apps were used to supplement regular instruction
- Students were taught how to use the app before starting
- Paper pencil assessments were used to measure student learning
from the apps
- Pre-test (15 min) before use of the app & post-test (15 min) after use of
the app

Results - Students improved their performance in each of the assessments

after using the math apps

Discussion - Technology is essential for teaching & learning

- Learners can work on math apps at their own pace & instructional
level
- Math apps can provide immediate feedback
- This study by Zhang et al. (2015) found that use of math apps may be
an effective practice in providing instructional support for struggling
students within general education classrooms.
- These apps allowed teachers to track student progress & plan
instruction based on data
Limitations:
- Small sample size
- Short study duration

Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using Math Apps for Improving

Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom.

TechTrends, 59(2), 32–39. https://doi.org/10.1007/s11528-015-0837-y