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Digital support principles for sustained mathematics learning in disadvantaged students.

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Evidence-based math instruction significantly boosts disadvantaged students' performance, but only when enhanced with digital learning support. This digital support also helps students retain their newly acquired mathematics knowledge.

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Area of Science:

  • Educational Psychology
  • Mathematics Education
  • Digital Learning

Background:

  • Disadvantaged students often exhibit lower academic performance in mathematics.
  • Effective instructional strategies are crucial for improving learning outcomes.
  • Digital learning tools offer potential benefits for student engagement and knowledge acquisition.

Purpose of the Study:

  • To investigate the impact of evidence-based instruction on disadvantaged students' mathematics performance.
  • To determine the role of digital learning support in enhancing instructional effectiveness.
  • To assess the sustainability of learning gains over time.

Main Methods:

  • A sample of 260 disadvantaged 6th-graders participated in a 4-week fraction instruction study.
  • Interventions included usual instruction, evidence-based instruction, and evidence-based instruction with digital learning support.
  • Student knowledge was assessed immediately post-intervention and after an 8-week follow-up period.

Main Results:

  • Evidence-based instruction alone did not significantly improve student performance.
  • Students receiving evidence-based instruction combined with digital learning support showed significant gains in mathematics knowledge.
  • These learning gains were sustained over the 8-week follow-up period.

Conclusions:

  • Digital learning support is a critical component for the success of evidence-based mathematics instruction for disadvantaged students.
  • Integrating digital tools can effectively enhance both the acquisition and long-term retention of mathematical knowledge.
  • Future research should explore scalable digital solutions to support diverse learners.