Secondary students with persistent mathematics difficulties need the most intensive intervention in order to improve their mathematics outcomes. One approach to intensifying and individualizing intervention is through data‐based individualization (DBI). The present study used a single‐subject, multiple‐baseline‐across‐participants, replicated‐across‐skills design to investigate the effectiveness of DBI process on mathematics computation and mathematics concept and application performance of high school students who had intense needs in mathematics. Results suggest the interventions guided by the DBI process improved mathematics computation and mathematics concept and application performance of the participants. Implications of these findings and indications for future research are discussed.

中文翻译：

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使用基于数据的个性化来提高高中学生的数学计算和数学概念以及应用程序性能

持续存在数学困难的中学生需要最密集的干预，以提高他们的数学成绩。加强和个性化干预的一种方法是通过基于数据的个性化（DBI）。本研究采用单科目，多基线，跨学科，重复性，跨技能的设计，研究了DBI流程对数学需求强烈的高中生在数学计算，数学概念和应用性能方面的有效性。结果表明，由DBI流程指导的干预措施改善了参与者的数学计算和数学概念以及应用性能。讨论了这些发现的含义和对未来研究的适应症。