Unit 4: DeltaMath


Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | Caley Maida | Incorporating Technology into a Math Classroom


  • Given a tutorial link, learners will view a six-minute video on how to use DeltaMath at the end of this unit.
  • Given information on four different online tools, educators will write a one paragraph description comparing and contrasting the resources at the end of this unit.


DeltaMath is an instructional tool that may be used in classes or given as an assignment at home. It consists of independent work with a certain amount of problems given for students to solve. The type of problem is chosen by the teacher and can be one main topic, or a variety of smaller topics. Teachers have the ability to choose how many questions are going to show up from each topic, how many attempts students have to solve the problem, and if they lose points for every incorrect attempt. DeltaMath is an effective tool for teachers to use either as a review for students or as a resource toward the beginning of the learning process of a topic. One key component of this resource is the "Show Example" button. When students click this button, they are brought to an almost identical math problem that is worked out with the steps written on the side. This worked out example guides the students in the correct direction so that they may try to figure out their mistake by themselves. Mayer (2007) mentions "according to analogical transfer theory, a student solves a new problem (called a target) by remembering another problem (called a base) that she can solve, by abstracting a solution method from the base, and then mapping that solution method to the target" (p. 181). In DeltaMath, students may look back and forth from their assigned problem to the worked out example in order to determine which steps they are are missing or not understanding. By viewing the example, students are expected to hold themselves accountable for their own learning and misconceptions. If a teacher has a large class, this tool can be useful for students to take advantage of if the teacher cannot help a student right away.

How to Use

1. Go to https://deltamath.com and click "Create Account" in top right corner.
2. Click "Tools" - > "Manage Students and Classes" - > "Add New Class" to create a new class
3. Once account and class(es) are created, click "Create/Edit" - > "Create Standard Assignment" buttons on top of screen.
3. Name your new assignment, choose the class it will posted to, and choose the post date.
4. Under the "Skills" tab, choose from the wide variety of topic choices.
(Helpful Hint: If you want to include a mix of topics within the same assignment, click "Mixed Problem." You may then choose many topics to include, and how many problems from each topic will be included in the assignment.
5. Under the "Due Date" tab, select when the assignment will be due to students.
(Helpful Hint: If you want to add a late date, click "add late date" and select when the second date students must have it in by is. You can also choose how much of their grade to deduct for late work. If you do not select this option, students will not receive credit for their work if it is done after the original due date.
6. Click the big, green "Create Assignment" button and your assignment will be posted!

How to Create a Game

To understand how DeltaMath works, please watch the overview video below:

Pros and Cons


  • Teacher can choose from a very large list of topics to include
  • All questions are pre-made
  • Very quick and easy to create an assignment
  • Students may complete during class or at home
  • Self-paced
  • Questions are different as you go along, which prevents cheating among peers
  • "Show Example" button shows steps to solve similar problem
  • Teachers choose how many attempts students receive per question and if they lose points per incorrect answer
  • Teachers can view each individual's response
  • Teacher can view percent completion in real-time, in order to make sure all students remain on-task during class
  • Teachers can create their own due date, and also include a late due date that may deduct points
  • Calculator is included in the program in case students do not own one


  • Not all topics are covered fully or some are missing
  • Not engaging to all students
  • Does not allow for student differentiation


Final Reflection

At this point, learners have viewed four different technological tools that they may implement into their own classrooms. Each one was presented with detailed descriptions, tutorials, and a pros/cons list. These units flowed from most game-centered, to most independent. After having the opportunity to explore each resource, write a one-paragraph summary detailing your personal feelings toward the four options. Some topics you may address in your survey are: your favorite, your least favorite, possible problem areas you foresee, positive implications you foresee, etc.

Please click the link below to access the survey:


Extended Resources



Mayer, Richard E. (2007). Learning and Instruction, Second edition. Merrill Prentice Hall.