Response to intervention, direct instruction, and data-based decision-making are all effective teaching practices that can impact student math performance. When educational technology is implemented in classroom settings, it can address both the needs of teachers and students. However, there is little information detailing how educational technology could enhance or impeded teaching practices like data-based decision-making and differentiated instruction for students with math learning difficulties. A single-case research design was used to evaluate the quantity and quality of data-based decision-making and differentiated core math instruction by 1st-grade classroom teachers to support students with math learning difficulties. Teacher pre-and post-test measures, classroom observations, and technology data were all used to evaluate how teachers used an enhanced teacher data dashboard to support student math achievement in their classroom. Omnibus and individual Tau-U effect sizes, visual analysis, and descriptive data were used to discuss the various technological features teachers used to support student math achievement. Classroom observations of teacher models, academic feedback, and student practice opportunities were observed. Information was also gathered regarding the implementation of evidenced-based educational technology in real classroom settings. Results indicated it was easier for teachers to change their instruction or opportunities for student practice than it was for them to provide corrective or affirmative feedback. The two teacher participants who have previous experience implementing educational technology in their classroom showed a greater capacity to engage in data-based decision-making and differentiated instruction than the two novice teacher participants. Implementation results indicated that the level of intervention intensity prescribed by the research team may be too intimidating for teachers to successfully implement in their classrooms for 12 consecutive weeks. Lastly, this study hopes to serve as an example for researchers on how intervention efficacy and implementation can be studied simultaneously within the context of a single-case design to study the unique ways participants engage with evidenced-based educational technology and interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]