Individualized Mathematics

Abstract

Given the high priority mathematics education holds in the United States, with regard to the importance of science, technology, education, and mathematics (STEM) employment, and the continued meager performance of students, a sense of pressure for meaningful reform continues to increase. The study investigates the viability and effectiveness of an individualized math program known as Accelerated Math™ (AM) by Renaissance Learning ™ (RL). The objective was to determine the worthiness and practicality of AM, as a computer-based individualized program, in becoming the centrally featured curriculum for mathematics education. The study focuses on two participants. One was female elementary teacher in the southeastern US with 21 years math teaching experience and fifteen years of AM experience. The other was a male high school teacher from a large Midwest suburb with 29 years math teaching experience and six years of AM experience. The researcher administered a 35 question survey to both teachers focusing on equity, pedagogy, and psychology. Both participants reported positive experiences using AM, noting that the program allows a differentiated approach to lesson planning and offers teacher helps like automated practice scoring and student feedback. Recommendations for further research include further exploration and serious consideration for the implementation of Accelerated Math™ as a main source for mathematics curriculum in the US.