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<p>We explore how middle-grade mathematics teachers’ review of students’ assigned math practice and instruction change when they are supported by an online platform that provides immediate feedback for students and summarizes performance data for teachers. This paper presents findings from qualitative interviews and observations conducted in a randomized experimental study of ASSISTments involving 85 mathematics teachers and 2850 students in seventh-grade classrooms from 43 middle schools in Maine. Teachers using the learning analytics data on students’ online assignments provided by ASSISTments shifted from randomly or comprehensively reviewing all the assigned practice problems to purposefully selecting problems and targeting math concepts and skills that most challenged students. These teachers reviewed fewer problems and classroom discussion included formative feedback and in-depth discussion of students’ common errors, compared with teachers in the control condition who reviewed assigned problems in a more general and superficial way. The study deepens our understanding of teachers’ math assignment review practices and contributes to the literature on formative feedback to students and learning analytics data. The findings provide strong evidence for the use of online learning platforms that provide user-friendly data analytics, when supported by high-quality professional development, to inform more timely and targeted instructional decisions and adaptations for improved student learning.</p>

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Teachers’ Use of Learning Analytics Data from Students’ Online Math Practice Assignments to Better Focus Instruction

  • 期刊论文

  • 发表日期：

    2025年1月25日

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  • Janet C. Fairman,
  • Mingyu Feng,
  • Jeremy Roschelle

摘要

We explore how middle-grade mathematics teachers’ review of students’ assigned math practice and instruction change when they are supported by an online platform that provides immediate feedback for students and summarizes performance data for teachers. This paper presents findings from qualitative interviews and observations conducted in a randomized experimental study of ASSISTments involving 85 mathematics teachers and 2850 students in seventh-grade classrooms from 43 middle schools in Maine. Teachers using the learning analytics data on students’ online assignments provided by ASSISTments shifted from randomly or comprehensively reviewing all the assigned practice problems to purposefully selecting problems and targeting math concepts and skills that most challenged students. These teachers reviewed fewer problems and classroom discussion included formative feedback and in-depth discussion of students’ common errors, compared with teachers in the control condition who reviewed assigned problems in a more general and superficial way. The study deepens our understanding of teachers’ math assignment review practices and contributes to the literature on formative feedback to students and learning analytics data. The findings provide strong evidence for the use of online learning platforms that provide user-friendly data analytics, when supported by high-quality professional development, to inform more timely and targeted instructional decisions and adaptations for improved student learning.