Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs

Abstract

Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience research inform the development of the program? or Is the program consistent with neuroscience theory and research? (b) Which cognitive processes are targeted by the program? and (c) What kinds of research support the program? A detailed review is provided for each program supported by empirical, peer-reviewed research. Practice or Policy: Twenty commercially available math intervention programs designed for pre-kindergarten through 3rd-grade students were identified. Three programs had publisher-reported use of neuroscience research in their development: Fluency and Automaticity through Systematic Teaching with Technology (FASTT Math), Number Worlds, and The Number Race. Five programs reported empirical, peer-reviewed research and are reviewed in detail: Accelerated Math, Corrective Mathematics, FASTT Math, Number Worlds, and The Number Race. Results indicate that although a great number of programs are available, few have been validated through empirical, peer-reviewed research. Practitioners should carefully review programs prior to their implementation, paying particular attention to targeted cognitive processes and the research base supporting the program's efficacy.