The purpose of this study was to determine the efficacy of computer-based math interventions in an attempt to improve math performance of fourth and fifth grade students with math struggles; most notably memory, retention deficits and poor recall. As mathematics is cumulatively based, it is imperative that students master one concept before moving onto the next. Noted math deficits are typically evident by middle school corresponding to the introduction of algebraic concepts. This study found that the foundation of skills can be attained with computer-based math interventions that directly targets deficit areas with routine, strategically designed practices designed specifically to improve retention and retrieval of math foundations.

With perennial disappointing math performance of U.S. students, the National Council of Teachers of Mathematics listed the following deficits: lack of recall and fluency with basic math facts and the lack of basic fact mastery that is imperative to moving on to higher level math. The goal of this study was to determine the efficacy of computerized flashcard interventions that are specifically targeted to improve basic math fact deficits. Results did indeed support that routine, strategically designed computer interventions improved math fact fluency and recall and that opportunities to engage in hands-on computerized lessons had a positive impact on math students.

The participants in this study were Grade 4, 5, 6 and 9 math students that demonstrated difficulty with number perception and basic math concepts that significantly interfered with comprehension and recall. Artifacts were collected as evidence to these deficits. Three noted causes for the deficits were lack of prior knowledge, negative attitudes towards math and widely varying teaching methods. This study successfully demonstrated that with consistent use of manipulatives, cooperative learning strategies and technology integration, student math performance increased.