Studies have found that students would enjoy math more if they could see a clear connection between their learning and their future. But with crowded classrooms and overworked teachers, delivering personalized instruction based on each student's future plans sounds like a lofty. Candace Walkington, a math education researcher, was recently awarded a three year, $1 million grant from the National Science Foundation to study the impact of interest-focused algebra problems on student success and connectedness with STEM (science, technology, engineering and math) careers, a news release notes. Walkington and her collaborators will use ASSISTments to create and solve algebra problems related to their interests. Walkington and her collaborators including Neil Heffernan will add videos of STEM professionals describing how they use algebra in their jobs, the news release notes.
"The study seeks to confirm ... three features necessary for successful personalized learning: content should be personalized so that it aligns to student interests, problems must be sufficiently granular to more precisely align to student interests, and students must perceive ownership in the process," says Walkington.
This five-year grant, led by TAF Co-Founder and Executive Director Cristina Heffernan, will be used to further develop ASSISTments’ innovative tutoring technology, which leverages teacher- and student-facing tools for core instruction. This project will focus on high-needs middle school math students and their teachers at more than 150 schools.Continue Reading
CenterPoint’s Fresh Start Screener in mathematics is now available through ASSISTment’s platform. The Fresh Start Screener helps teachers evaluate student understanding of content taught in the prior grade, gauge areas of strengths and unfinished learning, and chart their path forward.Continue Reading