An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics

Shechtman, Nicole; Roschelle, Jeremy; Feng, Mingyu; Singleton, Corinne

doi:10.1177/2332858419850482

Cited by 10 publications

(6 citation statements)

References 41 publications

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“…Technology alone is not enough to lead to significant improvements in learning [59]. Although the technology played a fundamental role, the actual pedagogy and lesson plans were important for allowing the students to develop their knowledge and play a leading role in their learning [60].…”

Section: Discussionmentioning

confidence: 99%

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Guentulle,

Muñoz,

Nussbaum

et al. 2024

Education Sciences

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Learning physics can be seen by many as a problem, as the standard method of learning tends to focus on remembering and using concepts that fail to construct meaning. To overcome this problem in teaching rectilinear motion, we implemented multiple representations using a cyber–physical system that enables interaction between a physical model and the real world. We did so by using a microcomputer system housed inside a ball, including motion and force sensors. This system communicated with the teacher’s laptop in order to display the corresponding data via a projector. The study was conducted with 49 tenth-grade students across five sessions on rectilinear motion. Using a pre- and post-test, we observed that the experimental group performed significantly better than the control group, both in terms of learning as well as in the development of creativity (fluency and flexibility). With guidance from the teacher, the multiple representations allowed the students to improve their learning and creativity by connecting various forms of representation. In other words, the students were able to connect both abstract and concrete views through a real-world, physical experience. Our study reveals the potential of cyber–physical systems within the teaching–learning process for physics, specifically rectilinear motion, and how such a system supports multiple representations.

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Section: Discussionmentioning

confidence: 99%

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Guentulle,

Muñoz,

Nussbaum

et al. 2024

Education Sciences

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show abstract

“…For instance, irrespective of whether teachers assign problems one by one or in bulk, they may choose to select different problem sets for different students, depending on their state of knowledge, or they may choose to assign the same problem sets to every student in the class. There is mounting evidence that individualized assignments of single problem sets can benefit student's long-term learning relative to assigning the same single problem sets to each student (Connor et al, 2007;Ecalle et al, 2021;McDonald Connor et al, 2009;Shechtman et al, 2019). Further investigations that focus on the interaction between assignment policy and individualization, may aid future development of online learning platforms, especially in the face of school closures.…”

Section: Discussionmentioning

confidence: 99%

Assignment Strategies Modulate Students’ Academic Performance in an Online Learning Environment During First and Second COVID-19 Related School Closures

Spitzer¹,

Moeller²,

Musslick

2021

Preprint

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A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n 24,000 from classes 4-10 who calculated 560,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students’ performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students’ performance did not increase significantly. Moreover, students’ performance was generally higher when single problem sets were assigned, compared to the other two assignment types. We conclude that teachers’ way of using the online learning environment in general, and their strategy of assigning problem sets in particular can have a positive effect on students’ performance in mathematics.

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“…There is an intersection with studies on the effects of CRs (2 studies). These studies mainly aim to identify influential factors that could explain the observed effects (e.g., Shechtman et al, 2019).…”

Section: Research On Students' Use Of Crsmentioning

confidence: 99%

“…• Mathematical achievement: The predominant number of studies in this category investigates the effects of CRs on students' mathematical achievement in general (e.g., Shechtman et al, 2019) or related to a particular content area or competency (e.g., mathematical thinking: Drijvers et al, 2019aDrijvers et al, , 2019badaptive expertise: Sievert et al, 2019). Some studies have a longitudinal perspective, covering a whole school year or even longer periods (e.g., van den Ham & Heinze, 2018), others are carried out as intervention studies over shorter periods.…”

Section: Effectsmentioning

confidence: 99%

Research on curriculum resources in mathematics education: a survey of the field

Rezat

2024

ZDM Mathematics Education

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This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.

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An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics

Cited by 10 publications

References 41 publications

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Assignment Strategies Modulate Students’ Academic Performance in an Online Learning Environment During First and Second COVID-19 Related School Closures

Research on curriculum resources in mathematics education: a survey of the field

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