Computer discourse and use as determinants of student math outcomes: performativity and action at work in the lower school grades

Abstract

There exists a tension between discussing the use of computers in the lower grade math curriculum and computer use outcomes, as achievement results fall behind the talk of use. Purpose: The purpose of this research was to explore this proposition on a large scale limited to a United States context. To that end, two studies emerged. Methods: In the first study, a large corpus of articles encouraging computer use from Teaching Children Mathematics was used to explore talk about how to use computers in the classroom using a content analysis method. The second study used weighted sample survey methods with corrections and jackknife replications for ANOVA tests to determine whether there were statistically significant differences between exposure time to computers during 4th grade math and standardized test scores on the TIMSS math knowledge and application subtests generalized to the United States population of students. Results: The results of the first study indicated that computer use talk fell under the domains of geometry, graphing functions, and base ten blocks. The second study indicated non-significant results on both tests, which was interpreted as a valuable finding. Conclusions: Several conclusions emerged for these studies. The most poignant ones included that common core standards do not require or mention technology use in obtaining math objectives in the 4th grade. It is concluded that the TIMSS survey results suggest that some of the findings might be due to lack of availability of computers for students and professional development opportunities for faculty. It is also concluded that there is a continuity between the recent 2000s and the use of computers in the lower grades during COVID-19, where reports show learning losses, despite talk of it as a teaching method.