Teachers’ Implementation of a Mathematics Educational Technology Platform Related to Students’ Effort and Emotions (Poster 18)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

Middle school is a pressing time for mathematics, but students struggle with engagement and motivation. A randomized control trial of [Platform], a math problem-solving platform that responds to students’ affect, examined whether students who used [Platform] had improved math achievement. However, implementation varied across classrooms. We analyzed whether students in classrooms with higher [Platform] implementation demonstrated different math-related effort and emotions (indexed by [Platform]’s user data). Findings indicated that students in classrooms with higher implementation exerted different effort (more hints, less skipping or guessing) and experienced different emotions (more confidence, less frustration) than students in classrooms with lower implementation. These findings suggest that consistently implementing educational technology tools like [Platform] could be related to students’ productive effort and emotions.

Authors

• Natalie Brezack, WestEd

• Kelly Collins, WestEd

• Mingyu Feng, WestEd