Digital support principles for sustained mathematics learning in disadvantaged students

Frank Reinhold,Sarah Isabelle Hofer,Bernhard Werner,Stefan Hoch,Kristina Reiss,Jürgen Richter-Gebert

doi:10.1371/journal.pone.0240609

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.

Highlights

Mathematics proficiency is a prerequisite for learning in diverse subject areas and for many fast-growing jobs [1, 2]
We combined what we know about effective fraction instruction: we focused on a fraction curriculum based on evidence-based preparation of the learning content—proven effective without additional digital learning support in ongoing research in mathematics education [43,44,45]
It followed a pre-post-follow-up constructive research strategy [46], which allowed for isolating effects of digital support principles to support learning in disadvantaged students (Table 1) via graduated treatment in two experimental groups (Scaffolded Curriculum, and Curriculum) and one control group (Traditional): the Scaffolded Curriculum group received the full treatment, the Curriculum group received a reduced treatment, and the Traditional group received instruction on the same topic of fractions prepared by their teachers

Summary

Introduction

Mathematics proficiency is a prerequisite for learning in diverse subject areas and for many fast-growing jobs [1, 2]. Given its importance for educational success and career options, the number of students performing on a low level on both international and state tests of mathematics proficiency in countries around the world is alarming [3,4,5]. A considerable number of students does not acquire sustainable knowledge (i.e., knowledge that is maintained after instruction) about basic mathematical principles in their mathematics classes [6]. Generating sustainable learning effects that endure over a longer period of time after instruction—hopefully forever—is challenging and, as evidenced in various standardized large-scale assessments, often failing [7, 8].

Methods

Results

Conclusion