This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.
What is already known about this topic
Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
What this paper adds
Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions.
Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions.
Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
Implications for practice and/or policy
Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
Researchers should continue exploring these potentially beneficial educational implementations in other areas.
The Susac's syndrome is a rare disorder that was first described in 1979 and is characterized by a classic triad consisting in encephalopathy, visual impairment and sensorineural hearing loss. However, the etiology of the disease is still unclear. We report the case of a 29-year-old with ulcerative colitis treated with mercaptopurine, six months before to her admission started with personality changes attributed to symptoms of depression who subsequently present neurological symptoms characteristic of Susac's Syndrome. In the literature there is no clear association between inflammatory bowel disease and Susac's syndrome, but this case is presented in order to emphasize the simultaneous presentation of these two diseases with a tendency to vasospasm and an autoimmune pathogenesis.
used a torsional split Hopkinson bar apparatus to twist thin-walled tubes made of various grades of steel at nominal strain rates in the range of 10 3 s −1 to 5 ⋅ 10 3 s −1 . A single shear band was formed in the gauge section of the specimen prior to material fracture. Consistent with the postulate of Zener and Hollomon (1944), Marchand and Duffy (1988) observed that the shear band occurred when the thermal softening due to adiabatic heating overtook the strain hardening of the material, and identified three stages in the process of shear localization. Firstly, the plastic deformation in the gauge section of the specimen was
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