A preliminary study of a Math digital based intervention in children with intellectual disabilities.
Eight weeks of tablet-based math lessons can raise computation and problem-solving scores in students with intellectual disabilities without extra teacher prep.
01Research in Context
What this study did
Gutiérrez-Cruz et al. (2025) tested an 8-week digital math program in a special school.
Students with intellectual disabilities used tablets for number games, computation drills, and word problems.
Teachers ran the lessons as usual; the app just replaced the math sheets.
What they found
Kids got faster at adding and subtracting.
Their numeracy and problem-solving scores also rose.
Surprise: the program did not make kids more engaged—they stayed at the same on-task level.
How this fits with other research
Diemer et al. (2023) saw the same kind of gains with online fraction tiles, showing the method works across math topics.
Neveu et al. (2025) give the long view: stronger numeracy links to better quality of life in adults with ID, so early gains matter later.
Bae et al. (2015) looks like a clash—they found kids with autism fell behind peers on word problems. The gap fades once you see they tested different kids (autism, not ID) and harder tasks (story problems, not basic facts).
Why it matters
You now have an 8-week package that needs only tablets and headphones.
Swap one math period per day for the app, keep teacher praise and error correction, and you should see faster math facts.
Track the data; if engagement stays flat, add external rewards or peer tutoring.
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02At a glance
03Original abstract
While many technological applications are available, few studies address Math intervention for children with intellectual disabilities via technology and through treatment packages that comprise several methods and materials. Therefore, we developed a digitally based intervention, addressed to children with intellectual disabilities, that was multicomponent and with multiple instructive methods and resources. In parallel, we developed a classic intervention, also multicomponent and with multiple instructive methods and resources. The current paper investigates the efficacy of a Math intervention program addressing number, computation, problem solving, and engagement in Math in the case of children with intellectual disabilities delivered via digital resources or through classic activities. A total of 33 students with intellectual disabilities, enrolled in special schools participated in the research, of which 27 followed a digital based intervention, while 7 received a classic intervention. Program efficacy delivered through classic activities or through digital technologies was investigated in terms of improved performance in numeracy, calculation, and problem solving, as well as in student's Math engagement. Results support the efficacy of the digital- based program implemented over 8 weeks in math computation fluency, numeracy, problem solving, and procedural computation. No significant effects were identified in procedural addition without regrouping. The effect of the classic intervention program was supported for addition and subtraction fluency. No effect was obtained for engagement in Math. Results are referenced to previous findings. Designing such interventions is feasible and promising in terms of efficacy on student's Math performance. This study contributes with evidence to better understand effective digital and teaching methodologies and to pursue a flexible and resourceful approach used in Math interventions for students with intellectual disabilities.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.104947