Digital support principles for sustained mathematics learning in disadvantaged students

PLoS One. 2020 Oct 23;15(10):e0240609. doi: 10.1371/journal.pone.0240609. eCollection 2020.

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.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adolescent
  • Child
  • Female
  • Germany
  • Humans
  • Learning*
  • Male
  • Mathematics*
  • Models, Theoretical
  • Schools*
  • Students
  • Vulnerable Populations / psychology

Grants and funding

This work was part of the ALICE:fractions project, which was supported by the Heinz Nixdorf Foundation, Germany, https://www.heinz-nixdorf-stiftung.de/, under the German name "Lernen mit dem Tablet-PC: Eine Einführung in das Bruchrechnen für Klasse 6" (reference: 12502), granted to JRG and KR. SIH is supported by a Jacobs Foundation Research Fellowship, https://jacobsfoundation.org/. This work was supported by the Technical University of Munich (TUM, https://www.tum.de/) within the funding programme Open Access Publishing, granted to FR. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.