Meeting Learners Where They Are: The Impact of Adaptive Mathematics Platforms on Student Readiness and Achievement

 

Introduction

The math instruction in Mrs. McDonald's third-grade classroom looks very different than it did just a year ago. Instead of all her students working through the same worksheet at the same pace, each child is engaged with personalized content on their device. Some are working on multiplication facts, others are comparing fractions, and a few are working on place value basics. Traditional one-size-fits-all instruction is not enough, especially when nearly two-thirds of my students start the year without a solid second-grade foundation. Even with differentiation, traditional instruction cannot provide the personalized learning our students need (Pane et al., 2015). This article explores how adaptive learning tools are changing the way we teach math, one classroom at a time. Especially when we face one of the biggest challenges in our classrooms. How can we teach students who are not ready to learn?

The Challenge: Students Not Ready to Learn 

This pattern is heartbreaking and so familiar- regrouping, place value, multiplication skills that just don't click, creating an academic gap that gets harder to close with every new TEK they must learn. Traditional classroom methods, even with differentiated instruction, often fall short of meeting each student exactly where they are. The further these students fall behind the more disengaged they become. Research by Bang et al. (2023) indicates that up to 40% of elementary students enter their grade level lacking prerequisite mathematical skills. Adaptive learning platforms support our teachers by personalizing instruction for our students and giving immediate, data-driven feedback to better meet our students needs. These platforms personalize instruction, provide real-time feedback, and support a more inclusive classroom (Xu et al., 2019). So this isn’t just about adding yet another technology tool, it’s a shift in mindset. In today's classrooms, the challenge isn't just teaching math– it's about making sure every student is ready to learn.

The Adaptive Solution
Adaptive learning platforms like DreamBox and i-Ready offer a promising solution by meeting students exactly where they are and closing foundational gaps. These platforms utilize what Roger Schank (2011) terms "conceptual processes" – prediction, modeling, and evaluation – to create personalized learning pathways for each student. They are not just digital worksheets or game-like reward systems, they use artificial intelligence (AI) that responds in real time to students' input. Each student’s learning path is continuously adjusted based on how they answer, how quickly they respond, and the types of errors they make. For example, if a student frequently struggles with regrouping in addition, the platform modifies the tasks to build conceptual understanding before moving forward. If a student excels, they’re pushed ahead with more challenging assignments. Recent research by Awang et al. (2024) demonstrates that well-implemented adaptive systems can lead to significant improvements in mathematical understanding, particularly in foundational concepts.

Connecting to Constructivist Practices and My Innovation Plan

This work is directly tied to my innovation plan, which centers around integrating adaptive learning platforms into third-grade math instruction to enhance foundational skills and close achievement gaps, particularly for students with learning differences. Grounded in constructivist principles, this approach is influenced by the works of Dewey, Piaget, and Vygotsky, who emphasized that learning is an active, social process where students construct knowledge through experience and reflection. This approach aligns with recent findings that emphasize the effectiveness of student-centered learning environments in mathematics education (Rokaya, 2022).

Adaptive platforms bring these principles to life. Students engage in meaningful tasks that are relevant to their current understanding, and  build upon prior knowledge through scaffolding and feedback. Tools like i-Ready, IXL, and DreamBox offer experiences that support experimentation, reflection, and problem-solving. In this way, adaptive technology is not a replacement for constructivist teaching—it is a catalyst for it. The innovation plan also includes professional development to help teachers leverage these tools effectively, combining digital data with teacher  insight to create responsive, student-centered learning environments.

Blending Technology with Traditional Teaching

In Mrs. McDonald's classroom, adaptive learning doesn't replace teaching—it enhances it. Her math class is still focused on the teacher-student relationship, but now she has another tool in her box to ensure she meets each child exactly where they are. Instead of the one-size-fits-all approach, adaptive learning platforms have changed the way small-group instruction is differentiated. Adaptive platforms provide real-time data that gives her the ability to give each student exactly what they need to improve, whether it is regrouping, fractions or place value. Meanwhile, advanced students stay engaged and challenged by working on conceptual tasks that align with future grade-level standards (Walkington, 2013).

The blending of adaptive tools with traditional teaching methods has given each student the ability to start learning from where they are and not just where the third grade TEK says they should be. With adaptive platforms, Mrs. McDonald knows where her students are and where they are struggling. Research by Kulik and Fletcher (2016) confirms this, noting that adaptive learning systems can produce strong gains in student achievement when paired with quality instruction. This quantitative data is readily available on the dashboards along with the detailed reports. The qualitative data is something you can see when you walk into the classroom and see students engaged, collaborating and sharing ideas. You can feel the difference when students are excited about learning. 

This approach is not letting technology take over, it is simply giving her the tools to enhance her teaching.  Adaptive systems like DreamBox and i-Ready provide detailed insights into each student's progress, allowing the teacher to make informed decisions about pacing, scaffolding, and enrichment. Together, great teaching and these tools can help close the academic gap and help every student reach their full potential. 

Overcoming Barriers

As with any sort of change, implementing new technology in the classroom will certainly have its own set of challenges. To prepare for those, it will be essential to offer thorough training sessions that will address any concerns and build teacher confidence.

Strategies to address these common challenges include:

• Involve teachers in choosing platforms: When teachers participate in discussions about different platforms, they are more likely to support the chosen platform. This also helps identify their needs and address any concerns.

• Encourage teachers to support each other: Build a network of experienced teachers who can share tips and advice with their colleagues. This can help ease any worries about using the new platform.

• Provide the necessary resources: Make sure teachers have enough time to learn and work together. Access to these resources is essential for a successful implementation.

Lessons Learned and the Road Ahead

• Personalize learning to address diverse student needs and close skill gaps earlier.

• Foster student-centered and flexible math blocks.

• Create a scalable model for other grade levels.

• Increase engagement through adaptive feedback mechanisms.

Research shows that personalized learning is essential, and adaptive tools work best when combined with thoughtful teaching. Although it takes time and effort to implement, focusing on student needs, speeds up adoption. Looking ahead, we plan to expand the initiative into higher elementary grades. We're also looking at how adaptive tools can help support Multi-Tiered Systems of Support (MTSS) and guide personalized education plans. As we study long-term student growth, we stay committed to using adaptive learning as a helpful partner, not a substitute for good teaching, to meet each student's needs.

Digital Resources

To support our plan, we will use several key resources:

• DreamBox Learning and i-Ready: These platforms are central to our adaptive learning approach, offering specific functionalities that cater to diverse learning needs.

• Google Sheets/Excel Dashboards: These tools can help teachers organize and track student performance, providing a clear picture of progress and areas needing attention.

• Teacher Training Modules: Links to resources or modules designed to prepare teachers for using adaptive technologies will be shared, ensuring everyone is equipped for a successful implementation.

Preparing Students for Future Learning

Personalized learning is not a new concept, teachers have been differentiating instruction for students' success for many years. What is new is the ability to personalize learning at this scale, with more accuracy, responsiveness and ease (Pane et al., 2015). Adaptive learning tools like DreamBox and IXL redefine what it means to personalize education. These platforms do not solve every problem, and they cannot replace the human connection or the years of experience teachers bring to the classroom

But when used with purpose and intention, they enhance what teachers do best- support student growth, create inclusive learning environments and allow learners to move at their own pace.. They help us break free from the one-size-fits-all approach and allow us to stop chasing data, fostering curiosity and a deeper understanding instead.

We know that for technology to effectively change teaching, it can’t feel like an extra step. It has to blend into the instructional flow so naturally that it becomes part of how we teach, supporting instruction while not interrupting it. This article is both a call to action and a practical guide for those ready to rethink the classroom. As Schank (2011) suggests, cognitive science can transform how we teach if we use it wisely. The potential is there, and it's up to us as educators to make it happen.

Where I Plan to Publish:

Edutopia: Email a comprehensive, original outline and an 80-word biography highlighting your educational role. If applicable, include links to your other publications, disclose any commercial interests, and provide your Twitter handle. Send your email to Guestblog@EDUTOPIA.ORG, ensuring your proposed title is in the subject line. Include a brief description of your post along with a high-level outline. The final blog post should be between 750-850 words. Be sure to adhere to Edutopia's terms of use.

Learning Forward: Issues are theme related. I will consider submitting my publication for the December 2025 issue. The theme is meeting the needs of today’s learners. In that theme, they will look for publications that look at how educators can effectively teach students who are not fully ready to learn. What are schools doing that’s working, and what data do they have to show it? Topics of interest include: supporting positive and productive school cultures, building students’ self-regulation and readiness to learn, improving social and emotional outcomes as part of academic improvement, and restorative practices or initiatives that have increased student safety, student belonging, and connection (Learning Forward, 2022). Manuscripts should be 2000-2500 words in length, and the target audience is K-12 educators and administrators and those that support the work of those individuals.

 

References

 

Awang, L. A., Yusop, F. D., & Danaee, M. (2024). Insights on usability testing: The effectiveness of an adaptive e-learning system for secondary 

       school mathematics. International Electronic Journal of Mathematics Education, 19(3), 0782.  https://doi.org/10.29333/iejme/14621

Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early

        elementary school students’ learning. Early Childhood Education Journal, 51, 717–732. https://doi.org/10.1007/s10643-022-01332-3

Crowley, K. (2018). The impact of adaptive learning on mathematics achievement (Publication No.10936866) [Doctoral dissertation, New Jersey

       City University] ProQuest Dissertations Publishing.

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42–

       78. https://doi.org/10.3102/0034654315581420

Learning Forward. (2022). Call for submissions: Meeting the needs of today’s learners. https://learningforward.org/journal-theme/december-

      2025-meeting-the-needs-of-todays-learners/

Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND

     Corporation. https://www.rand.org/pubs/research_reports/RR1365.html

Rokaya, B. B. (2022). Constructive learning approach in mathematics education: Challenges and possibilities. Academic Journal of Mathematics

     Education, 4(1). https://www.researchgate.net/publication/367690424

Schank, R. C. (2011). Teaching minds: How cognitive science can save our schools. Teachers College Press.

Walkington, C. (2013). Using adaptive learning technologies to personalize instruction: The impact on mathematics achievement. Journal of

      Educational Psychology, 105(4), 932–945. https://doi.org/10.1037/a0032792

Xu, D., Solanki, S., & Fink, J. E. (2019). The promise and limitations of using data analytics to measure student learning. Educational Policy, 33(5),

      811–837. https://doi.org/10.1177/0895904817736636