**Background:** The COVID-19 pandemic caused major educational disruptions, with mathematics being one of the most affected subjects. Precision Teaching (PT) is a system that uses precise measurement, standardized visual displays (Standard Celeration Charts), and dynamic decision-making to accelerate learning. While PT has shown effectiveness in improving mathematical skills in typically developing students, no studies had evaluated its delivery via teleconferencing. This study aimed to evaluate the effects of a PT framework delivered online as supplementary instruction for typically developing students falling behind in mathematics.
**Methods:** Four typically developing Grade 3 students (three male, one female; aged 7 years 9 months to 8 years 2 months) from two urban private schools in New Delhi, India, were recruited. Inclusion criteria: teacher-identified as falling behind, standard score below 85 on the KTEA-3 math fluency subtest, and access to internet and a device. Nine peers (control group) were also recruited. A component-composite analysis identified two component skills (See-Says number 0–20 randomly presented; See-Say counts three numbers upward/downward from a starting number between 0 and 20) and one composite skill (See-Says addition or subtraction fact randomly presented using number families 2–9). The composite skill was broken into seven slices (individual and cumulative). The intervention included untimed practice, timed practice (1-min timings), goal-setting (personal best approach), graphing on equal-interval charts (data also plotted on SCCs by authors), and a token economy. Sessions were delivered via Zoom by a certified school psychologist and BCBA with 12 years of experience. A concurrent multiple baseline across participants design was used. Baseline data were collected for at least 5 days. Component skills were practiced for 2 weeks, composite skill for 11 weeks. Maintenance was assessed for 8 weeks post-intervention. Accuracy was assessed for at least 20% of sessions (average 22.36% for component skills, 30.87% for composite skill), with overall agreement of 97–100%. Procedural fidelity averaged 99% (range 86–100%). Effect sizes (NAP and BCT) were calculated. A Mann–Whitney U test compared KTEA-3 scores between groups.
**Key Results:** All PT participants improved across all skills. For component skill 1 (See-Says number 0–20), average improvements ranged from 18% (PT2: 79 to 94 correct digits/min) to 87% (PT3: 53 to 99/min). For component skill 2 (See-Say counts), improvements ranged from 14% (PT3: 32 to 36/min) to 541% (PT1: 12 to 78/min). For the composite skill (addition/subtraction facts), improvements from baseline to maintenance ranged from 153% (PT3: 10 to 26 correct digits/min) to 459% (PT2: 5 to 27/min). All participants dropped to below an average of 2 incorrect digits/min. Learning rates (celeration) for the composite skill averaged ×1.74 (PT1), ×1.84 (PT2), ×1.39 (PT3), and ×1.53 (PT4), with some slices exceeding the ×2.00 benchmark. Bounce was minimal (average ×1.30–×1.43). NAP effect sizes were large for most skills; BCT values were smaller but positive. On the KTEA-3 math fluency subtest, PT participants’ standard scores increased from pre-intervention (range 77–84) to post-intervention (range 106–109), and percentile ranks rose from below the 15th percentile (range 6–14) to above the 65th percentile (range 66–73). At pre-intervention, PT participants had significantly lower scores than controls (z = -2.78, p = 0.003), but at post-intervention there was no significant difference (z = -0.93, p = 0.41). Control participants showed minimal changes.
**Clinical Implications:** This study demonstrates that Precision Teaching can be effectively delivered via teleconferencing using freely available technology (Zoom, Google Suite, online tally counter) to improve mathematical skills in typically developing students who are falling behind. The large improvements in composite skill performance and the normalization of KTEA-3 scores (from below 15th to above 65th percentile) suggest that online PT can serve as a valuable supplementary intervention to help students catch up, particularly in the wake of pandemic-related learning losses. The findings also highlight that students falling behind may lack basic prerequisite skills (e.g., number identification, counting), underscoring the need for sensitive progress monitoring to avoid cumulative dysfluency. However, the study had limitations: non-random allocation, unblinded assessors, small sample size, and lack of social validity data. Future replications with larger samples, random allocation, and blinded assessments are needed. The low learning rates for component skills suggest that instructional arrangements (e.g., using multiple learning channels, staging acquisition before fluency) could be optimized further.