Targeting Gaps in Foundational Math Skills with Digital Adaptive Learning Tools in a PreK-12 Independent School

Targeting Gaps in Foundational Math Skills with Digital Adaptive Learning Tools in a PreK-12 Independent School. Troy Urquhart, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: foundational math skills, digital adaptive learning tools, differentiation, educational technology, middle school mathematics, independent schools This strategic research project was designed to address gaps in foundational math skills among middle school students at Montverde Academy, a PreK-12 independent school in central Florida. The COVID-19 pandemic disrupted instruction for many students around the world, and many of the resulting deficits in the mathematics skills taught during that time have persisted. While students have continued to advance through grade levels, diagnostic assessments and classroom performance data reveal widespread challenges in basic mathematical concepts such as place value, number sense, and operations. To address these gaps in foundational skills, this project proposes a dedicated 30-minute weekly intervention session outside of regular math class using digital adaptive tools that personalize instruction based on student needs. The strategy aligns with the school’s vertically integrated curriculum and is supported by research emphasizing the effectiveness of technology-enhanced, data-driven instruction. The action plan includes ten steps spanning one academic year, beginning with a review of diagnostic data and selection of target skills and ending with an evaluation of outcomes using diagnostic testing, student perception surveys, and standardized assessments. The project also considers internal and external factors influencing implementation, including faculty capacity, stakeholder buy-in, and parent communication. Quantitative and qualitative data will be used to evaluate the strategy’s effectiveness. If successful, the intervention model can be scaled across additional grade levels and to other schools. This project contributes to the field of K-12 education by offering a replicable, research-based approach to closing gaps in foundational math skills using personalized learning technologies.