Students in the United States continue to score lower on math assessments compared to students in other industrialized nations with the United States outspending every country on education. Current instructional practices and an emphasis on state assessments have not helped prepare students. Differentiated instruction may be necessary to help learners achieve greater gains in math. This study focused on two fifth grade classrooms. Students in the control class received traditional math instruction including worksheets, while students in the experimental class used www.Mangahigh.com, a program utilizing computer adaptive technology, rather than worksheets. While there was no difference in pre- and posttest scores for the first math unit, there was a statistically significant difference in students' test scores for the second unit. A survey of students' self-perceptions toward and enjoyment of math found positive gains for students in the experimental class but not in the control class. Implications for teachers are discussed.
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