Is This Computer Program Helping My Child Learn Math?

The use of computer-based math programs in US schools has grown rapidly in the post-pandemic era. While most schools don't use these programs as their primary curriculum, they're frequently used as an intervention tool with the hopes of providing students additional practice on the skills they personally need to work on. 

Computer-based math programs allow teachers to assign different practice skills to different students so that, within a classroom, students might be working on twenty different math concepts simultaneously. This ability to differentiate the tasks students are working on based on what an individual student needs support with is one of the main reasons computer-based math programs have gained so much popularity.

But is it actually working? Just because a student can open their computer and have an assignment that's customized to their needs doesn't actually guarantee that the assignment is helping them with those needs.

A recent article in Education Next titled, "The 5 Percent Problem: Online mathematics programs may benefit most the kids who need it least," explores this exact question. The author reviews the available research on a handful of popular computer-based math programs and arrives at the conclusion that while there is a benefit for students who use the program as recommended, it remains unclear whether the students who are using the programs as recommended, and thus the ones receiving the greatest benefit, are the ones who need a math intervention the most.

As I read the article, I found myself nodding along and audibly saying, "Yes!" at various points. The author's conclusions line up almost exactly to my experiences working with many of these programs over the years. So, here's my rundown of when I've found benefits from using a computer-based math program and when I've decided to put them aside in favor of a different form of math support.

When is a computer-based math program most helpful?

I find these programs most helpful when a child already understands the concept they're working on and simply needs more practice in order to gain fluency with the concept. In these cases, children are likely still making some errors with the skill (thus why they need more practice) but have enough of an understanding of the concept that when the computer tells them their answer is wrong, they are able to either self-correct or get sufficient guidance from the computer-based hints/explanations to adjust their work and continue. In these circumstances, children are able to work through sets of problems with very little teacher interaction and increase their proficiency with the topic. This is a win-win because the child builds proficiency with a skill and the teacher's time is freed up to work with other students who need more direct teacher support.

In some cases, when the work gradually increases in rigor, children are able to apply a skill they just practiced to a new type of problem or slightly different concept. In these circumstances, the computer-based programs can sometimes "teach" a child a new concept because the material is sequenced in a way that keeps building to new ideas. This works best when the computer program is designed to very gradually increase rigor and the student is actively engaging with the video/digital explanations provided by the program.

When is a computer-based math program not helpful?

I have never seen a child who is struggling with a math concept build their understanding of said concept from a computer-based program. These programs are typically set up to provide additional practice with a concept, giving hints or nudges along the way when a child is stuck. If a child is struggling with the concept, these hints and nudges are not sufficient teaching to address and redirect their struggle. Even when a longer video explanation is included, it often isn't sufficient for addressing the child's confusion because it can't adapt its explanation to the child's specific misunderstandings the way a human can.

Often, when a child is assigned a skill they're struggling with on a computer-based program, the frustration simply continues to grow because the child is self-aware enough to realize that the skill isn't getting any easier for them. To make matters worse, not only is the topic not feeling easier, they sometimes feel left alone with the topic without sufficient resources to address their confusion.

How I recommend using computer-based math programs in a classroom:

Computer-based programs are the ideal tool to allow a portion of the class to continue practicing and progressing with a skill while a teacher works with a small group of students who need additional support with the skill. In this situation, students who are ready to continue moving forward with a concept are able to do so and do not grow bored while waiting for others to receive additional support. At the same time, students who need additional support are not rushed along to a new concept simply because others in their class are ready.

How I recommend using computer-based math programs at home:

If your child has access to a computer-based math program from school, it can be used purposefully at home to help their math skills. With my children, I simply check in from time to time to see if the skill they're working on is one they're able to progress with independently or if they need additional support. (I can usually tell they need support when they start just clicking random answers.) When a child needs extra support, the hints/explanations from the computer may not be enough for the child, but they can be a wonderful tool for the parent to understand what the child should be doing. Parents can use these hints/explanations to inform their own understanding and then elaborate further for their child as they work on the skill together.