Why Use MDPI?

The MDPI is designed to be administered to students, ages 7 to 15, whose cognitive potential is at least in the average range but who are struggling in mathematics.

The MDPI can be administered by special educators, mathematics specialists, math coaches, teachers, tutors, and psychologists who want specific detail about the nature of a student's strengths and weaknesses in mathematics; as well as a greater understanding of the cognitive underpinnings that can explain the student's performance in the classroom.

The MDPI does not necessarily require special knowledge and expertise in mathematics, although an understanding of mathematical concepts and mathematics programs enhances the quality of the interpretations rendered.

For Whom is the MDPI Most Appropriate?

The MDPI offers a greater appreciation of why a student is having difficulty. With the MDPI's broader focus on the student's qualitative and processing features, the Summary of Findings report (from the the Expert System) includes suggestions for appropriate approaches that match the diagnosis, and which are described in the MDPI Prescription Handbook.

Typically, it takes 45 to 90 minutes to administer the MDPI. The actual time of administration varies with the age, capabilities of the student, and the experience of the examiner with the test. The assessment may be administered in one or two sessions depending on the needs of the examiner and the student.

How long does it take to administer?

Some reasons are that the student:

is not doing well in math classes,

is not doing well on state mandated testing,

achieves "average" scores on norm referenced standardized tests, but is still not realizing success in the classroom,

is meeting achievement goals but is struggling to do so,.

has a diagnosed learning disability, but its impact on mathematics has not been investigated,

has been identified as having a learning disability in mathematics but the nature of that disability has not been fully described,

feels discouraged and lacks self-efficacy in mathematics.

is not doing well on state mandated testing,

achieves "average" scores on norm referenced standardized tests, but is still not realizing success in the classroom,

is meeting achievement goals but is struggling to do so,.

has a diagnosed learning disability, but its impact on mathematics has not been investigated,

has been identified as having a learning disability in mathematics but the nature of that disability has not been fully described,

feels discouraged and lacks self-efficacy in mathematics.