Thematische Bibliographien / Learn math

Auswahl der wissenschaftlichen Literatur zum Thema „Learn math“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Learn math"

Hassinger-Das, Brenna, Nancy C. Jordan und Nancy Dyson. „Reading Stories to Learn Math“. Elementary School Journal 116, Nr. 2 (Dezember 2015): 242–64. http://dx.doi.org/10.1086/683986.

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Erickson, Joan J. „To Play or to Learn?“ International Journal of Cyber Behavior, Psychology and Learning 5, Nr. 1 (Januar 2015): 56–74. http://dx.doi.org/10.4018/ijcbpl.2015010105.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

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Kinser-Traut, Jennifer Y. „Why Math?“ Mathematics Teacher 112, Nr. 7 (Mai 2019): 526–30. http://dx.doi.org/10.5951/mathteacher.112.7.0526.

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Lawson, Alyssa P., Arineh Mirinjian und Ji Y. Son. „Can Preventing Calculations Help Students Learn Math?“ Journal of Cognitive Education and Psychology 17, Nr. 2 (01.04.2018): 178–97. http://dx.doi.org/10.1891/1945-8959.17.2.178.

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Understanding how struggling students approach math is vital to designing effective math lessons. Many low achieving students rely on a weak knowledge of procedures and attempt calculations without adequate consideration of the problem. We investigated how enabling or preventing premature calculations affected learning math. Students were presented with explanations of math problems that either contained numbers, thus allowing for calculations, or contained variables, thus preventing the possibility of calculations. In Experiment 1, we asked students to learn from a conceptual explanation and found that preventing calculations was beneficial, especially for students with less prior experience in math. In Experiment 2, when the lesson was procedures-focused, we found that preventing calculations did not have the same beneficial effect. Students with less prior experience performed poorly compared to those with more experience. Given students' prior math experience and their usual approach to problem-solving, we can facilitate learning by blocking maladaptive approaches.

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KAYYIS, RAHMATIKA. „WHAT MATH STUDENTS NEED TO LEARN ENGLISH?“ INOVISH JOURNAL 4, Nr. 1 (29.06.2019): 84. http://dx.doi.org/10.35314/inovish.v4i1.949.

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This research aims to analyse the needs in the process of learning English and to know the specific information about content and material needed by math students. This research is descriptive qualitative and conducted in the third semester of the Mathematics Education Department of STKIP Muhammadiyah Pringsewu Lampung. It was qualitative descriptive research by collecting data from interviews and documentation. The results show that English is important for professional needs because it is needed in all fields. In addition, speaking and grammar are difficult aspects for students. The basic laws of mathematics as materials are needed the most.

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Green, Daniel, und Thomas Kearney. „Penguin Math“. Mathematics Teaching in the Middle School 21, Nr. 2 (September 2015): 114–20. http://dx.doi.org/10.5951/mathteacmiddscho.21.2.0114.

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Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how male Emperor penguins are able to survive in Antarctica. In so doing, it addresses measurement, applies geometry, and helps foster problem-solving skills, all within a real-life context.

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Bay-Williams, Jennifer M., und Stefanie Livers. „Supporting Math Vocabulary Acquisition“. Teaching Children Mathematics 16, Nr. 4 (November 2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Barta, James, Lucas Sánchez und Jacob Barta. „Math in the Milpa“. Teaching Children Mathematics 16, Nr. 2 (September 2009): 90–97. http://dx.doi.org/10.5951/tcm.16.2.0090.

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Switzer, J. Matt. „Bridging the Math Gap“. Mathematics Teaching in the Middle School 15, Nr. 7 (März 2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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Apple, Michael W. „What Policy Can Learn from the Math Wars“. Educational Policy 16, Nr. 3 (Juli 2002): 448–56. http://dx.doi.org/10.1177/08904802016003005.

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Dissertationen zum Thema "Learn math"

Johansson, Emma. „Applying Gamification to a Mobile Application to Motivate Children to Learn Math“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301618.

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Understanding math is an important part of school, yet it is a common source of anxiety as many children find the subject difficult to grasp. One approach to encourage children to learn math is to implement game elements (gamification) in technology-enhanced learning (TEL) systems. However, designers must consider what motivates children to use such systems to better encourage them to learn. Therefore, the aim of this paper was to investigate how gamification can be implemented in the design of a mobile TEL application, in this case the Albert application, to motivate children to learn math. This was researched by designing a concept focusing on avatars for Albert and letting users between the ages of 10 and 12 evaluate it. The design process followed the Double Diamond model, and the game elements were designed according to three core drives from the Octalysis framework. The results showed that children who like math are more likely to become motivated by the presented gamification concept than the children who have a more negative attitude towards math. As a conclusion, one can motivate children to learn math using a TEL platform by including avatarism as a form of gamification.
Att förstå matte är en viktig del av skolgången, samtidigt kan det ofta vara ångestframkallande för barn som anser att ämnet är svårt att greppa. Ett sätt att uppmuntra barn att lära sig matte är att implementera spelelement i så kallade ”Technology-Enhanced Learning” (TEL)-system. Dock måste designers ha i åtanke vad som motiverar barn att använda sådana system för att bättre kunna uppmuntra dem att lära sig matte. Målet med denna uppsats var därför att undersöka huruvida spelelement kan implementeras i designen av en mobil TEL-applikation, i vårt fall Albertapplikationen, för att motivera barn att lära sig matte. Detta undersöktes genom att designa att koncept fokuserat på avatarer för Albert, och låta användare mellan åldrarna 10 och 12 utvärdera det. Designprocessen följde Double Diamond-modellen, och spelelementen designades utefter tre ”core drives” från Octalysis-ramverket. Resultaten visade att det är mer sannolikt att barn som gillar matte blir mer motiverade av det presenterade konceptet, än barn som har en mer negativ inställning gentemot ämnet. Vi kunde dra slutsatsen att en kan motivera barn att lära sig matte genom att inkludera avatarism i en TEL-applikation.

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Buie-Collard, Geoffrey. „HELPING STUDENTS AFFECTED WITH MATHEMATICS DISORDERS LEARN MATHEMATICS“. Ohio University Art and Sciences Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1586172168614395.

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Torres, Cuevas Jaime. „"Making X relevant" increasing English language learners' self-efficacy and deepening the understanding of math through motivation to learn /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457298.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed November 6, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 211-218).

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Valtersson, Lisa. „How adult migrant students learn maths. : Adult students understanding and engaging with maths“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.

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The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.

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Marin, Alessandro <1993&gt. „DDMRP: un approccio ibrido tra metodi Push (MRP) e metodi Pull (Lean)“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13187.

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Da quando l’MRP è entrato nelle aziende di tutto il mondo ha segnato inevitabilmente un cambiamento significativo destinato a durare fino ad oggi. Le regole su cui è stato ideato e costruito non sono più attuali, questo perché le caratteristiche della supply chain sono profondamente cambiate rispetto agli anni ’60. In quegli anni le dinamiche erano governate da una stabilità che oggi non è più presente. Per far fronte a queste esigenze Carol Ptak e Chad Smith hanno ideato uno strumento, che sarà il tema centrale della seguente tesi, che si pone come forma ibrida tra i metodi push (MRP) e i metodi pull (Lean), denominato DDMRP “Demand-Driven Material Requirements Planning”. Il DDMRP è un metodo attraverso il quale possiamo modellare, pianificare e gestire la supply chain proteggendo e promuovendo il flow di materie e informazioni rilevanti grazie al posizionamento e alla gestione di buffer di stock posizionati in punti strategici di disaccoppiamento. In questa tesi verranno discussi i punti critici dell’MRP e poi verranno presentate le caratteristiche del nuovo approccio in ogni sua parte.

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„More Math Minutes - Learn-to-Teach, Teach-to-Learn“. Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49094.

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abstract: More Math Minutes is an action research study, set in a high school in the southwestern United States, designed to examine the effects of collaborative peer-group learning for low-performing Algebra I and low-performing Algebra II students. This study is grounded in Social Cognitive Theory and Constructivist Theory including Bandura’s self-efficacy theory and Vygotsky’s theory of proximal development. Participants are comprised of 20 low-performing Algebra I students as the peer-learners and 20 low-performing Algebra II students as the peer-teachers participating in a peer tutoring intervention. Quantitative and qualitative data was collected through pre- and post-self-efficacy questionnaires, pre- and post-mathematics knowledge assessments, semi-structured student interviews, photo-voice, and observations. A concurrent mixed methods design was used to analyze both types of data simultaneously. Results identified the experimental peer-teachers mathematical performance was impacted more than that of the peer-learners. Students were also more motivated to learn mathematics and to seek assistance from peers. The peer-teachers had a significant increase of self-efficacy for self-regulated learning and acknowledged learning occurred for both the peer-teachers and the peer-learners as a result of the peer instruction intervention.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2018

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Neu, Jessica. „The Effects of Observation of Learn Units During Reinforcement and Correction Conditions on the Rate of Learning Math Algorithms by Fifth Grade Students“. Thesis, 2013. https://doi.org/10.7916/D8WQ0B1X.

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I conducted two studies on the comparative effects of the observation of learn units during (a) reinforcement or (b) correction conditions on the acquisition of math objectives. The dependent variables were the within-session cumulative numbers of correct responses emitted during observational sessions. The independent variables were the observation of reinforcement for correct responses as the control condition and the observation of corrections for incorrect responses. Eight 11-year-old target participants, 3 females and 5 males, were selected to participate in Experiment 1, during which a counterbalanced simultaneous treatment across participants design was used. Target participants and non-target peers were presented with math objectives that were not in repertoire. The non-target peers received feedback in the form of either reinforcement or a correction in 2 separate conditions while target students observed and received no feedback. Results from Experiment 1 showed that all of the target participants mastered the 3 math objectives presented during the observation of the correction condition and 7 of the 8 target participants mastered the objective during the reinforcement condition. Target participants met criterion with significantly fewer numbers of observing opportunities during the correction condition than during the reinforcement condition. Experiment 2 was a replication of Experiment 1 with greater experimental control. Six target participants, 4 females and 2 males, 10-year-olds, were selected to participate in Experiment 2, in which a between subjects counterbalanced reversal design across conditions and math objectives was implemented. Results showed that all target participants mastered 18 out of 18 math objectives presented during the correction condition and target participants mastered 10 out of 18 objectives presented during the reinforcement condition.

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„The governments learn, the policies evolve: cognitive and political factors shaping bahia, ceará and pernambuco industrial policies“. Tese, MAXWELL, 2004. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=5786:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.

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Bücher zum Thema "Learn math"

Moscovici, Hedy, Tal Moscovici, Katherine C. Wieseman und Penny J. Gilmer. Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens! Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9.

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Dai, Ron. Learn Java with Math. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5209-3.

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Kanter, Patsy F. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Linda, Darby, Toth Roberta und United States. Office of Educational Research and Improvement., Hrsg. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Kanter, Patsy F. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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United States. Office of Educational Research and Improvement., Hrsg. Help your child learn math. Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Kanter, Patsy F. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Green, Gordon W. Helping your child to learn math. New York: Carol Pub., 1995.

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Cavanagh, Mary C. Math to learn: A mathematics handbook. Toronto: Thomson/Nelson, 2003.

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Math to Learn. Great Source Education Group, 2006.

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Buchteile zum Thema "Learn math"

Krasa, Nancy, Karen Tzanetopoulos und Colleen Maas. „Early Math Screening“. In How Children Learn Math, 365–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003157656-17.

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Friesen, Jeff. „Math, BigDecimal, and BigInteger“. In Learn Java Fundamentals, 311–24. Berkeley, CA: Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0351-2_12.

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Varma, Jayant. „Math with Lua“. In Learn Lua for iOS Game Development, 41–64. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-4663-3_4.

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Steve, Reifman. „Learn Math Concepts through Stories“. In 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow, 75–78. New York, NY: Routledge, 2020. | Series: Routledge eye on education: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003001676-12.

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Steve, Reifman. „Learn Math Concepts through Movement“. In 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow, 79–83. New York, NY: Routledge, 2020. | Series: Routledge eye on education: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003001676-13.

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Wieseman, Katherine C., und Hedy Moscovici. „Worldview as a Dynamic Entity“. In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 1–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_1.

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Wieseman, Katherine C., und Hedy Moscovici. „What Do You Mean, You Know Science and Mathematics?“ In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 17–36. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_2.

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Wieseman, Katherine C., und Hedy Moscovici. „Emotional and Intellectual Involvement While Learning Science and Mathematics“. In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 37–61. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_3.

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Wieseman, Katherine C., und Hedy Moscovici. „Learning to Teach/Teaching to Learn Science and Mathematics“. In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 63–85. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_4.

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Wieseman, Katherine C., und Hedy Moscovici. „Leadership as Effective Collaborations in Science and Mathematics“. In Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!, 87–100. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-155-9_5.

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Konferenzberichte zum Thema "Learn math"

Robledo-Rella, Victor, Linda Medina, Juan Manuel Ramirez de Arellano und Ivan Guerrero. „CocoGame: A funny app to learn physics and math“. In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190502.

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Babo, Lurdes, Carla Pinto, Jorge Mendonça und Marcelo Zannin. „MOTIVATING ENGINEERING STUDENTS TO LEARN MATH: HINTS FROM A CALCULUS COURSE“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2070.

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Elkabani, Islam, und Rached Zantout. „A framework for helping the visually impaired learn and practice math“. In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA). IEEE, 2015. http://dx.doi.org/10.1109/icta.2015.7426909.

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Huang, Shifeng, Jiawei Wang, Jiao Xu, Da Cao und Ming Yang. „Recall and Learn: A Memory-augmented Solver for Math Word Problems“. In Findings of the Association for Computational Linguistics: EMNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-emnlp.68.

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Pacifico-Banawan, Michelle. „How do Learners Learn: Behavioral Profiles of High School Math Learners“. In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678845.

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Kevelson, Marisol. „Opportunity Gaps, Test Item Format, and Opportunity to Learn in Grade 8 Math Classes“. In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2141867.

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Ginis, Vincent. „What can we learn from the waves scattered off Mie particles trapped in an evanescent field?“ In Mathematics in Imaging. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/math.2017.mtu3c.1.

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Inventado, Paul Salvador, und Peter Scupelli. „Design patterns for helping students to learn to represent math problems in online learning systems“. In EuroPLoP '16: 21st European Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3011784.3011816.

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Urick, Angela. „Does Instructional Leadership Mediate Effects of Home Resources on Opportunity to Learn and Math Reasoning?“ In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446754.

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Wronowski, Meredith. „How Opportunity to Learn Math Differs Among Students in Remedial, Grade-Level, and Advanced Courses“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572288.

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Berichte der Organisationen zum Thema "Learn math"

Holquist, Samantha, Claire Kelley, Alyssa Scott, Diane Hsieh, Marisa Crowder, Mark Yu und Lorena Aceves. Teachers Must Be Equipped to Guide Students’ Growing Use of AI to Learn Math. Child Trends, Inc., April 2023. http://dx.doi.org/10.56417/3810j2584q.

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Hernández Agramonte, Juan Manuel, Caitlin Ludlow, Emma Näslund-Hadley und Ernesto Martínez. IDB Briefly Noted: No. 20 : September, 2012: The Making of Little Mathematicians: Fostering Early Math Understanding in Paraguay. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0008199.

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That four- and five-year-olds can do algebra, arithmetic, and geometry may be hard to believe. But if you visit a preschool classroom in the Cordillera region of Paraguay, you will see children who learn factoring by organizing balls and sticks into groups, and who work together to form pentagons and hexagons with their bodies. These children are participating in a project called "Tikichuela, Mathematics in My School", the result of a partnership between the Japanese and Paraguayan governments, the Organization of Ibero-American States (OEI), and the Inter-American Development Bank (IDB). The idea behind the curriculum is that preschool children need to learn premath skills to build a foundation for primary- and secondary-level mathematics. Assessed after five months, the math skills of children in the program had increased significantly compared with those of a group of children not in the program. This brief describes the implementation of the pilot program and its qualitative and quantitative findings.

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Filmer, Deon, Vatsal Nahata und Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), Dezember 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.

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Zyphur, Michael. Introduction to Stata (Free 1-hour Seminar). Instats Inc., 2023. http://dx.doi.org/10.61700/asegcr5xbjxit469.

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Discover the fundamentals of Stata in this concise one-hour workshop hosted by Instats and designed for beginners, including researchers, students, and professionals seeking an introduction to this widely-used statistical software. Participants will learn to navigate the Stata interface, install programs, Stata/Mata .do file coding, manage data, conduct basic statistical analyses, and do basic plotting. An official Instats certificate of completion is provided at the conclusion of the seminar.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler und Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.

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