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.

ALICE: Teach

Supporting learning mathematics collaboratively


Motivated Action in Learning Fractions with Digital Tools

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.

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 presented with or without interactive scaffolds, while for low-achieving students using scaffolds was decisive.

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 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

ALICE: fractions

Adaptive Learning in an Interactive Computer-supported Environment