Open AccessDigital support principles for sustained mathematics learning in disadvantaged students
Author(s) -
Frank Reinhold,
Sarah Hofer,
Stefan Hoch,
Bernhard Werner,
Jürgen Richter-Gebert,
Kristina Reiss
Publication year - 2020
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0240609
Subject(s) - disadvantaged , interactivity , mathematics education , psychology , medical education , computer science , multimedia , medicine , political science , law
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.