View in EDS

Language and Mathematics Learning: A Comparative Study of Digital Learning Platforms

Saved in:
Bibliographic Details
Title: Language and Mathematics Learning: A Comparative Study of Digital Learning Platforms
Language: English
Authors: Xin Wei, Amanda Wortman, Li Cheng, Neil Heffernan, Cristina Heffernan, April Murphy, Cristina Zepeda, Ben Motz, Harmony Jankowski, Jeremy Roschelle, Digital Promise, Empirical Education Inc.
Source: Digital Promise. 2024.
Availability: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Peer Reviewed: N
Page Count: 15
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305N210034
Document Type: Reports - Research
Descriptors: Mathematics Education, Language Usage, Learning Management Systems, Courseware, Technology Uses in Education, Educational Technology, Comparative Analysis
Abstract: This paper presents a conceptual exploration of how Digital Learning Platforms (DLPs) can be utilized to investigate the impact of language clarity, precision, engagement, and contextual relevance on mathematics learning from word problems. Focusing on three distinct DLPs--ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta--we propose hypothetical studies aimed at uncovering how nuanced language modifications can enhance mathematical understanding and engagement. While these studies are illustrative in nature, they provide a blueprint for researchers interested in leveraging DLPs for empirical investigation so that future investigators gain a better understanding of the emerging infrastructure for research in DLPs and the opportunities provided by them. In highlighting three distinct implementations of the same core research question, we reveal both commonalities as well as differences in how different educational technologies might build evidence, offering a unique opportunity to advance the field of math education and other education research fields.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED657734
Database: ERIC
Description
Abstract:This paper presents a conceptual exploration of how Digital Learning Platforms (DLPs) can be utilized to investigate the impact of language clarity, precision, engagement, and contextual relevance on mathematics learning from word problems. Focusing on three distinct DLPs--ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta--we propose hypothetical studies aimed at uncovering how nuanced language modifications can enhance mathematical understanding and engagement. While these studies are illustrative in nature, they provide a blueprint for researchers interested in leveraging DLPs for empirical investigation so that future investigators gain a better understanding of the emerging infrastructure for research in DLPs and the opportunities provided by them. In highlighting three distinct implementations of the same core research question, we reveal both commonalities as well as differences in how different educational technologies might build evidence, offering a unique opportunity to advance the field of math education and other education research fields.