The role of extrafoveal vision when interpreting boxplots
We show that some elements of boxplots can be processed extrafoveally, revealing when students interpret statistical graphics simultaneously rather than sequentially.
How do teachers use digital technology in classrooms? Characterizing mathematics teachers' teaching practices
We show how differently mathematics teachers integrate the very same digital tool into their classrooms---revealing four distinct teaching approaches that shape the quality of …
Learning Activities in a Dynamic Learning Environment to Foster a Basic Fraction Concept
In a dynamic learning environment, students' prior mathematical knowledge did not influence their learning outcomes, while in a static environment it dit.
Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions
Three novel methods for modeling heterogeneity in treatment effects
Unlocking math potential in students from lower SES backgrounds – using instructional scaffolds to improve performance
Students with lower SES (below the nationwide average) are commonly associated with a profile that has unfavorable learning prerequisites.
Implementing the four-component instructional design model in professional development programs: a systematic review with a focus on teachers
The results yielded a moderate positive effect, suggesting that the 4C/ID model has a meaningful impact on learning outcomes.
The interaction of task complexity and gender on mental rotation skills in primary school students
Findings offer new insights into the nuanced development of spatial abilities in early mathematics education.
Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?
Specific scaffolds were linked to learning activities in fraction learning
The interaction of task complexity and gender on mental rotation skills in primary school students
Working with a digital tool improved the students' tactical skills.
Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks
Age-appropriate digital learning environments can be utilized to teach basic directions and sequences to children.
Stimulating individual learning of the concept of fraction equivalence: How students utilize adaptive features in digital learning environments mediates their effect
Mediation model explains the learning mechanisms of digital tools.
Developing initial notions of variability when learning about box plots
Our results support the notion of different profiles potentially emerging based on varying degrees of conceptual change.
Developing initial notions of variability when learning about box plots
We developed a digital learning environment assuming that enhanced variability-focused cognitive activities during learning indicate the acquisition of the necessary conceptual …
Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences
We investigated profiles of conceptual and procedural fraction knowledge, their longitudinal transitions, and the underlying factors.
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
We investigated whether eye-tracking data can help to better understand which information is processed in boxplot items in different schemas.
Mathematics teachers' multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality
We analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features.
Teaching statistics with positiv orientations but little knowledge? Teachers' professional competence in statistics
We analyzed relationships between teachers' orientations and content knowledge in statistics using mixed-effects logistic regression models.
Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts
We examined the focus on subject-matter didactical and multimedia features among 34 students aged 14–15 years in instructional explainer videos regarding Algebra.
Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework
We introduce a cognitive process framework for the mechanisms of learning with digital tools (CoDiL) that combines core ideas from the psychology of instruction, cognitive …
STEM teachers' beliefs about the relevance and use of evidence-based information in practice: a case study using thematic analysis
This case study explores how teachers at secondary schools think about the relevance and usage of evidence-based information in practice as well as the barriers associated with it.
Working with digital textbooks or printed materials: A study with boys and girls on conditional probability
We examine the effectiveness of dynamic visualisations, feedback formats, and digital tools in digital mathematics textbooks compared to printed materials regarding conditional …
Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries
We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of …
Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach
We identify distinct cognitive processes via students' behavior in assessment tasks regarding the comparison of two fractions.
What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics
We assessed perceived competence and autonomy support, social relatedness, cognitive and behavioral engagement, math performance as well as sustained attention as a basic cognitive …
Topic specificity of students' conceptual and procedural fraction knowledge and its impact on errors
We performed a latent profile analysis to show that the level of conceptual and procedural fraction knowledge can vary within students between topics.
Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding
We developed a simulation that aims at measuring and fostering teachers' competencies to assess students' mathematical abilities and misconceptions.
Supporting student motivation in class: the motivational potential of tasks
We analyzed current ninth grade mathematics and physics tasks to assess the potential of textbook tasks to promote student motivation.
Students home alone—profiles of internal and external conditions associated with mathematics learning from home
We identified student profiles defined by internal factors and external factors---all specifically related to home learning.
Considering teachers' beliefs, motivation, and emotions regarding teaching mathematics with digital tools: The effect of an in-service teacher training
We show that orientations can be successfully fostered—while individual differences exist in the effect and success of interventions.
Different complex word problems require different combinations of cognitive skills
In this study we emphasize how word problems may differ with regard to the cognitive skills required to solve them correctly.
Motivational and emotional orientation, engagement, and achievement in mathematics. A case study with one sixth-grade classroom working with an electronic textbook on fractions
This study revealed that emotional engagement while learning with digital tools predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with …
Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?
We investigated the role of students' motivational and emotional orientations regarding mathematics in coping with the high self-regulatory demand due to the radical shift from …
Digital support principles for sustainable mathematics learning in disadvantaged students
Interactive and adaptive scaffolds in digital learning environments yield sustainable positive effects on mathematics learning in disadvantaged students.
Process data from electronic textbooks indicate students' classroom engagement
This study demonstrates a viable way to unobtrusively measure students' classroom engagement utilizing process data from electronic textbooks.
Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach
This paper aims at identifying ontological categories as higher-order knowledge structures that underlie engineering students' thinking about technical systems.
The Role of Spatial, Verbal, Numerical, and General Reasoning in Complex Word Problem Solving for Young Female and Male Adults
This study analyzed the relative importance of different cognitive abilities---spatial, verbal, numerical, and general reasoning---for solving Complex mathematical Word Problems …
The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students
The relationship between the natural number bias and the ability to process fraction magnitudes is not well understood. We investigate this relationship by analyzing individual …
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis
The comprehensive meta-analysis investigated how the use of technology can enhance learning in mathematics and science. 92 studies compared learning outcomes of students using …
Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?
We developed interactive material for learning fractions providing scaffolds in an e-textbook. High-achieving students did benefit from the curriculum, regardless of whether it was …
Design and research potential of interactive textbooks: the case of fractions
Computer-based learning environments introduce aspects that allow further information on learning processes to be gleaned. In this study, linear mixed models revealed a negative …