Spatial Temporal Math: Examining the Gender Related Achievement Gap
Education is changing rapidly with the integration of educational technology. School districts are adopting various technology programs to assist with intervention, achievement and engagement. The question remains if these programs are worth the investment. A school district in San Diego County implemented the Spatial Temporal approach to teaching mathematics from the MIND Institute’s suite of educational technology software. A study was conducted in order to determine if the students, specifically females, were making significant progress on their benchmark tests with the usage of this approach to learning mathematics as part of a blended learning environment. A quantitative approach was used to examine this program’s effectiveness amongst both male and female students the second grade. Results from the study indicate that there is no increased achievement for girls or boys on district-wide benchmark tests when students complete more than the average number of objectives compared to their peers in the ST Math program. However, more research is needed in order to investigate the program further.