Digital support principles for sustained mathematics learning in disadvantaged students

Frank Reinhold, Sarah Isabelle Hofer, Stefan Hoch, Bernhard Werner, Jürgen Richter-Gebert, Kristina Reiss

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


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.

Original languageEnglish
Article numbere0240609
JournalPLoS ONE
Issue number10 October 2020
StatePublished - Oct 2020


Dive into the research topics of 'Digital support principles for sustained mathematics learning in disadvantaged students'. Together they form a unique fingerprint.

Cite this