The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS)

Confrey, Jere; Maloney, Alan; Belcher, Michael; McGowan, William; Hennessey, Margaret; Shah, Meetal

doi:10.1016/j.ijer.2018.09.017

Cited by 11 publications

(18 citation statements)

References 25 publications

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“…That was not the case in this study, however, as large effects were reported in three of the four analysed domains. As Bernacki et al [56], Confrey et al [57], and Rød and Nubdal [58] indicated, the feedback provided by digital learning systems is very helpful in mathematics, as students' difficulties are diagnosed more quickly than they are in traditional learning environments. This digital feedback complemented with feedback received from peer help [59,60] may have helped students more accurately detect the content that was more difficult for them and therefore have facilitated important improvements in their academic achievement, as being better able to detect their difficulties enabled them to make improvements in learning the content in which they were less competent or that was more challenging for them [61][62][63][64].…”

Section: Results For Research Question 2: Effects On Way Students Learnmentioning

confidence: 99%

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

2022

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Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

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Section: Results For Research Question 2: Effects On Way Students Learnmentioning

confidence: 99%

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

2022

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“…Only three sources from one math project examined students' interpretations of LP-based score reports. Confrey, Toutkoushian, and Shah (2019) and Confrey et al (2018) observed teachers sharing heatmap results with students, identifying that students observed broad data patterns and named areas for improvement. Confrey et al (2017) reported students finding results useful, but comments indicated they focused on accuracy instead of the quality of thinking.…”

Section: Rq 1: To What Extent Does Lp-based Assessment Use Support Te...mentioning

confidence: 97%

“…Lehrer et al (2014) shared examples of brokering between researchers, psychometricians, and teachers to identify exemplars of student performance at each level and generate examples of teaching practices supporting students' conceptual change. Eleven sources used professional learning communities to help teachers collaboratively engage with LP-based assessments (e.g., Confrey et al, 2018;Furtak & Heredia, 2014), with collaboration also described via study groups (Kobrin, 2016), lesson studies (Confrey & Shah, 2021;Suh & Seshaiyer, 2015), and meetings (e.g., Bailey & Heritage, 2014).…”

Section: Rq 3: To What Extent Does Lp-based Assessment Use Facilitate...mentioning

confidence: 99%

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Harris

Adie

Wyatt-Smith

2022

Review of Educational Research

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This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

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“…Confrey et al, 2014b); 3. progression-aligned teaching activities from the highly specified in the US (e.g. Clements & Sarama, 2008;Confrey et al, 2014bConfrey et al, , 2018 to indicative teaching advice in Australia (e.g. Siemon et al, 2006;Siemon et al, 2018); and 4. assessment tools that can be used to identify starting points for teaching and track student progress over time (e.g.…”

Section: Lp/ts In the Education Research Literaturementioning

confidence: 99%

Learning progressions/trajectories in mathematics: Supporting reform at scale

Siemon

2021

Australian Journal of Education

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In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.

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The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS)

Cited by 11 publications

References 25 publications

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

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

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Learning progressions/trajectories in mathematics: Supporting reform at scale

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