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Digital support principles for sustained mathematics learning in disadvantaged students

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

Abstract

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.

Suggested Citation

  • Frank Reinhold & Sarah Isabelle Hofer & Stefan Hoch & Bernhard Werner & Jürgen Richter-Gebert & Kristina Reiss, 2020. "Digital support principles for sustained mathematics learning in disadvantaged students," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-16, October.
    • Handle: RePEc:plo:pone00:0240609
    DOI: 10.1371/journal.pone.0240609
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    References listed on IDEAS

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    1. Haizhen Mou & Michael M. Atkinson, 2020. "Want to Improve Math Scores? An Empirical Assessment of Recent Policy Interventions in Canada," Canadian Public Policy, University of Toronto Press, vol. 46(1), pages 107-124, March.
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    Cited by:

    1. Lidon Moliner & Francisco Alegre & Gil Lorenzo-Valentín, 2022. "Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School," Mathematics, MDPI, vol. 10(13), pages 1-16, July.

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