We performed a latent profile analysis to show that the level of conceptual and procedural fraction knowledge can vary within students between topics.
We show that orientations can be successfully fostered—while individual differences exist in the effect and success of interventions.
Supporting learning mathematics collaboratively
Motivated Action in Learning Fractions with Digital Tools
Interactive and adaptive scaffolds in digital learning environments yield sustainable positive effects on mathematics learning in disadvantaged students.
This study demonstrates a viable way to unobtrusively measure students' classroom engagement utilizing process data from electronic textbooks.
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 presented with or without interactive scaffolds, while for low-achieving students using scaffolds was decisive.
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 effect of time on task on task success, which was moderated by exercise difficulty and by student competence.
Digital media to support individualized learning in mathematics
Adaptive Learning in an Interactive Computer-supported Environment