Abstract
Childhood mathematics achievement has been associated with success in later schooling, and is predictive of later success and adult socio-economic status. Despite the critical need for strong mathematics skills, not all learners are able to develop them. It is well-documented that children enter school with different levels of mathematics skills and understanding. These gaps in learners’ foundations not only cause students to lag behind their peers, they also make it less likely that such students will find career success after formal schooling. A growing body of research exists documenting the impact of early school mathematics achievement and its relationship to later mathematics achievement in school. It has proven challenging, however, to help all young students achieve the mastery of important foundational concepts and skills in mathematics. There is promise, however, in using adaptive technologies designed to efficiently identify what the child already does or does not know, and what the child is ready to learn next, thus keeping students in the zone of proximal development. This presentation focuses on the design of and recent research related to a promising new adaptive platform that teaches mastery of number sense foundations in a virtual environment. Early results show that students are not only able to master important key concepts and skills in a very short amount of time, but that the system is able to effectively and efficiently monitor and move students through the architecture of concepts and skills using personalized learning trajectories optimized for maximum learning.
Author Information
Anastasia Betts, University of Buffalo, United States
Paper Information
Conference: IICEHawaii2019
Stream: Curriculum Design & Development
This paper is part of the IICEHawaii2019 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress