TY - JOUR
T1 - Digital support principles for sustained mathematics learning in disadvantaged students
AU - Reinhold, Frank
AU - Hofer, Sarah Isabelle
AU - Hoch, Stefan
AU - Werner, Bernhard
AU - Richter-Gebert, Jürgen
AU - Reiss, Kristina
N1 - Publisher Copyright:
© 2020 Reinhold et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2020/10
Y1 - 2020/10
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85094325755&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0240609
DO - 10.1371/journal.pone.0240609
M3 - Article
C2 - 33095782
AN - SCOPUS:85094325755
SN - 1932-6203
VL - 15
JO - PLoS ONE
JF - PLoS ONE
IS - 10 October 2020
M1 - e0240609
ER -