Implementing Mathematics Learning Software Successfully in Urban Schools: Lessons for Research and Practice

• In Event: Poster Session 12
  In Poster Session: Division L Poster Session

Abstract

Authors share findings and lessons learned about factors affecting the successful implementation of research-based mathematics learning software that integrates principles of perceptual learning. The adaptive web-based modules, known as Perceptual Learning Modules (PLMs), were implemented by 41 sixth-grade teachers in 34 urban schools serving low-income communities as part of a larger randomized controlled trial. Factors affecting implementation and retention in the study include the stability of teachers’ positions and class roster schedules, availability of computers and on-site technology support, and professional development and classroom support provided by the project team. These findings are relevant to schools preparing to implement learning software and to researchers interested in conducting controlled studies in real-world classrooms that are most relevant to advancing educational equity.

Authors

• Christine M. Massey, University of Pennsylvania

• Jennifer Diane Kregor, University of Pennsylvania

• Philip J. Kellman, University of California - Los Angeles