Research Report: Technology-Enhanced Learning

Mathematics education remains a critical focus for national education improvement efforts, particularly in light of the learning loss due to the COVID-19 pandemic. Education technology has become a popular solution for supporting math instruction and increasing student learning in STEM. Meanwhile, it has become clear that to fully harness the potential of educational technologies to improve learning, robust evidence is the core. To generate further robust evidence on the impact of educational technology interventions on math achievement during the post-COVID time, we conducted a national experimental study of the ASSISTments platform during the 2022-2024 school years to investigate the program's impact on student learning and teachers' practices. We will report findings on the program's impact on student learning, the nature of implementation, and how the program affected teachers' formative assessment and data practices in the classroom.
ASSISTments is a technology-based math platform that supports teacher formative assessment routines and provides support for students during independent practices. The system provides immediate feedback on the correctness of answers and offers hints or scaffolds. Students' performance on ASSISTments problems serves as evidence of proficiency to inform teachers to adjust instruction. Prior studies have demonstrated that ASSISTments improve students' math learning. As a scale-up mechanism, the program is augmented with a virtual professional learning community (vPLC) to engage teachers around the nation in discussions about math practices and pedagogy as a bridge to effective math teaching practices, and to reinforce the use of the core curriculum.
During the 2022-24 school years, we conducted an experimental study of the augmented ASSISTments program with 65 middle school math teachers across the nation. The teachers are from 39 schools across 24 states across the nation, with over 50% rural schools. This study uses a matched quasi-experimental design and measures student math achievement with the online MAP Growth Math Assessment provided by NWEA. Students using ASSISTments are compared with a virtual comparison group (VCG) drawn from the NWEA national testing database. In the treatment group, teachers participated in the vPLC from September through February to learn how to use ASSISTments reports to adapt and differentiate instruction, create consistent routines for students, and engage in meaningful discussions about the data. Teachers are asked to follow formative assessment practices with their math classes to create math assignments in ASSISTments and have students complete them independently while receiving support from ASSISTments, analyzing students' performance, and reviewing with the class.
Teacher interviews and classroom observations were conducted to understand the nature of implementation. ASSISTments backend system log data served as the primary data source for treatment implementation fidelity. While we are finishing data collection and analysis for cohort 2, the results from cohort 1 indicated that students outperformed the virtual comparison group on the MAP assessment. However, the difference was not statistically significant. Descriptive analysis of the cohort 1 implementation fidelity data indicated that the program met the fidelity threshold overall. Analysis of interview transcripts suggested that teachers' formative assessment and data use practices changed due to the intervention.  

The use of educational technology, such as Desmos Classroom Activities, has transformed the way students interact with mathematical content. Desmos Activites can provide dynamic, interactive visualizations that encourage student engagement and facilitate a deeper understanding of mathematical concepts. Research suggests that technology integration in classrooms can enhance student engagement by making learning more interactive and accessible, which, in turn, promotes higher levels of motivation and participation (Clark-Wilson & Noss, 2015). Additionally, digital tools like Desmos provide opportunities for personalized learning, instant feedback, and collaboration, which are crucial for maintaining student interest in challenging subjects such as mathematics (Pierce, Stacey, & Barkatsas, 2007). In Algebra 2 and Pre-Calculus courses, where students often struggle with topics such as functions, transformations, and conic sections, Desmos presents an opportunity to improve student motivation and engagement. This study investigates the impact of Desmos Classroom Activities on student engagement and motivation. Also, this study explores teachers' perceptions of utilizing educational technology, such as Desmos, effectively and the challenges teachers face when integrating technology.
The study builds on the work of Pierce, Stacey, and Barkatsas (2007), as well as more recent literature on the intersection of technology and student motivation (Clark-Wilson & Noss, 2015). By focusing specifically on Desmos Classroom Activities, this research adds to the growing evidence that digital tools can not only enhance engagement but also provide opportunities for deeper conceptual understanding. Additionally, this study contributes to the discussion on how technology can be leveraged to promote equity in mathematics classrooms, particularly for students who struggle with traditional instructional methods.
Research Questions: This study addresses two key research questions:

How do Desmos Classroom Activities impact student engagement and motivation in Algebra 2 and Pre-Calculus courses?What are teachers' perceptions, successes, and struggles with using educational technology tools, such as Desmos Classroom Activities, in their classroom?
Methodology and Timeline: The study was conducted over a semester in a high school setting involving two Algebra 2 classes and one Pre-Calculus class at the author’s school. Desmos Classroom Activities were integrated into lessons focused on functions, transformations, and conic sections. Also, teachers were administered surveys about their perceptions of technology integration, specifically utilizing the free Desmos Classroom Activities website.


Data Collection:
Surveys: Pre- and post-surveys were administered to students to measure changes in engagement and motivation. Surveys also collected data from teachers regarding their experiences with Desmos, including perceived benefits and challenges.Classroom Observations: Observations were conducted during Desmos-based lessons to capture student participation and interaction with the platform.Interviews: A subset of students and teachers participated in semi-structured interviews to provide deeper insights into their experiences and perceptions of Desmos. 

This presentation describes how eye tracking can be used to support analyzing prospective teachers' (PSTs) curricular sense-making. Findings will be shared from a staged planning study where PSTs were asked to plan a lesson using two different sets of curriculum materials.