Digital Math Curriculum to Foster Belonging and Engagement: Teacher Moves and Student Outcomes

• In Event: Advancing Math Motivation, Engagement and Persistence: Insights from Digital Interventions and Research-Practice Partnerships

Abstract

Objectives: We present findings from quantitative platform data from [Platform1], a digital math curriculum designed to support conceptual math understanding, collaboration, and discourse. Using teacher and student ‘clickstream’ data linked to student academic records and survey data, we explore relationships between teacher moves and student outcomes.
Perspective or Theoretical framework: Many school districts have embraced digital technology for math instruction as one route to address learning loss from the Covid-19 pandemic and persistent gaps in math performance, particularly among students who are Black, Latinx, and experiencing poverty. Low student perceptions of self-efficacy (Bandura, 1977; Urhahne and Wijnia, 2023), may be a key factor in performance disparities. Digital math programs and online platform data provides a closer look into these potential relationships, going beyond the typical end-of-year assessments to examine student engagement in various lessons and performance throughout a school year. Linking platform data with prior performance and student surveys, this study contributes to the field’s understanding of self-efficacy and students’ math performance.
Data and Methods: We linked together teacher and student clickstream data with student retrospective post surveys and school records to examine teacher moves (i.e., instructional tools teachers use to convey information through the platform) and student engagement and academic outcomes. Our sample includes records from 26 schools in one urban school district (24 middle schools, 2 high schools), 111 teachers, and 4,776 students who used [Platform1] in the 2024-25 school year. The schools in our sample serve majority Black or Latinx students (70%) and families in poverty (79%); 25% have individualized education plans, and they score below city averages on state standardized ELA and Math tests.
Data includes teacher moves through the platform (e.g., using screenshots of student work, anonymizing and sharing student work, etc.); frequency of use, student engagement patterns, and student self-reported understanding of the content covered and satisfaction with the activities. These data are linked to school records and student survey data, allowing us to explore variations by student background (e.g., race/ethnicity, gender, academic performance, special education and English language learner status), and the relationship between student participation in the [Platform1] activities and their sense of math belonging and identity.
Results: [Platform1] usage varied by teacher and school. Teachers used an average of 24[Platform1] lessons (median =12). Students engaged in an average of 10 sessions (median = 6 sessions). Usage peaked from September to December but declined in April-May during state testing. Teacher "moves" were associated with students' greater understanding and positive satisfaction. For example, while 40% of students reported the highest rating of understanding the content and satisfaction when teachers did not use any moves, this increased to 50% when teachers used 3+ moves. Teacher use of “snapshots” was most strongly associated with student understanding and satisfaction.

Significance:
This research contributes to understanding how digital curriculum features and teacher moves can support student engagement, learning, and equitable math instruction. Findings inform professional development for teachers using technology-enhanced curricula and guide platform design decisions.

Authors

• John Sludden, New York University

• Cheri Fancsali, Research Alliance for New York City Schools