Enhancing Strategic Thinking and Reducing Math Anxiety with Tech-Enhanced Formative Assessments (Classtime)
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| Title: | Enhancing Strategic Thinking and Reducing Math Anxiety with Tech-Enhanced Formative Assessments (Classtime) |
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| Language: | English |
| Authors: | Rachel Schechter, Laura Janakiefski, Charles River Media Group, LXD Research |
| Source: | Online Submission. TX, 2025. |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Formative Evaluation, Student Evaluation, Thinking Skills, Mathematics Instruction, Technology Uses in Education, Evaluation Methods, Teacher Attitudes, Mathematics Anxiety, Program Effectiveness, Grade 3, Grade 4, Grade 5, Grade 6, Mathematics Achievement, Readiness, Metacognition, Age Differences |
| Geographic Terms: | California |
| Abstract: | With increasing pressure on schools to boost students' math scores post-pandemic, this study investigates the impact of a tech-enhanced formative assessment that incorporates the instruction of strategic thinking in math to foster learning. Employing mixed methods, the impact of a one-year implementation of Classtime on state test scores was examined for third to sixth-grade students. Results indicate significant growth with Classtime, surpassing both non-Classtime schools and previous grade-level cohorts within the same school. Third- and fourth-grade students used Classtime the most and exhibited the most pronounced improvement. High Usage classrooms saw double the gains of Low Usage classrooms year over year. These findings highlight Classtime's efficacy in enhancing student outcomes and underscore the importance of consistency with formative assessment tools to support math proficiency among elementary students. [This research was supported by Classtime and conducted in partnership with the school district.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675832 |
| Database: | ERIC |
| Abstract: | With increasing pressure on schools to boost students' math scores post-pandemic, this study investigates the impact of a tech-enhanced formative assessment that incorporates the instruction of strategic thinking in math to foster learning. Employing mixed methods, the impact of a one-year implementation of Classtime on state test scores was examined for third to sixth-grade students. Results indicate significant growth with Classtime, surpassing both non-Classtime schools and previous grade-level cohorts within the same school. Third- and fourth-grade students used Classtime the most and exhibited the most pronounced improvement. High Usage classrooms saw double the gains of Low Usage classrooms year over year. These findings highlight Classtime's efficacy in enhancing student outcomes and underscore the importance of consistency with formative assessment tools to support math proficiency among elementary students. [This research was supported by Classtime and conducted in partnership with the school district.] |
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