Digital support principles for sustained mathematics learning in disadvantaged students

Abstract

This study addresses the pressing issue of how to raise the performance of disadvantaged students in mathematics. We combined established findings on effective instruction with emerging research addressing the specific needs of disadvantaged students. A sample of N = 260 disadvantaged 6th-graders received 4 weeks (15 lessons) of fraction instruction either as usual or evidence-based instruction, with and without digital learning support (i.e., interactivity, adaptivity, and immediate explanatory feedback). To examine the sustainability of effects, we assessed students’ fraction knowledge immediately after the 4 weeks and once again after a period of additional 8 weeks. Generalized linear mixed models revealed that students only benefitted from evidence-based instruction if digital support was available in addition. Digital support principles implemented in evidence-based instruction helped disadvantaged students to acquire mathematics knowledge—and to maintain this knowledge.

Online teaching and learning in higher education: Lessons learned in crisis situations

“…As long as students do not possess these skills themselves, scaffolds and scripts can help them to navigate, choose, and make use of adequate learning tasks (e.g., de Boer et al, 2013 ; Lehmann et al, 2014 ). AI and educational data analytics, as suggested by Iglesias-Pradas et al (this issue), web-based educational hypermedia systems that automatically accommodate individual characteristics (e.g., Magoulas et al, 2003 ), and, more general, adaptive learning environments, like cognitive and metacognitive tutoring systems (e.g., Ritter et al, 2007 ; Roll et al, 2007 ) or interactive textbooks (e.g., Reinhold et al, 2020 ), are hence promising ways to provide personalized feedback and realize individualized learning in online higher education (see also Hillmayr, Ziernwald, Reinhold, Hofer, & Reiss, 2020 ). In online teaching and learning environments, scripting and scaffolding can be adaptively and flexibly linked to specific activities, roles, or errors made during task completion, assessed from wherever and whenever needed, and faded with increasing expertise ( Gerard, 2015 ; Kim et al, 2019 ; Reinhold et al, 2020 ).…”

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…The fact that students could associate different mathematical concepts in a more complex way is rational considering that these associations were promoted in three ways (teacher's explanations, peer's help, and analytical and graphical developments of the digital tools) instead of just the one way (teacher's explanations) of traditional learning [81][82][83][84]. Finally, the fact that students in the experimental group did more exercises and problems than those in the control group may be attributable to two main factors: the helping behaviour that usually arises during peer tutoring interactions [85][86][87][88] and the instant feedback provided by the digital tools [89][90][91].…”

Інтерактивний Онлайн Посібник Для Когнітивної Взаємодії Викладача Та Слухача В Процесі Підвищення Кваліфікації

“…Інші дослідження зосереджені на ефективному дизайні такого ресурсу [13]. Вагомим напрямком вивчення є аналіз переваг інтерактивного онлайн підручника для активізації навчання програмування [14], математики [15], викладання англійської мови [16], історії [17].…”