This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of…

We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories:…

Spatial-Temporal Math (ST Math) is game-based, instructional software for K-12 students created by the MIND Research Institute (MIND). ST Math is integrated into classroom instruction, but can also be used in a computer lab or at home. The ST Math software games begin without language and symbol abstractions by posing math programs as purely…

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

"Cognitive Tutor"® is a secondary mathematics curriculum developed by Carnegie Learning that focuses on how students think about and learn mathematics. Teachers facilitate student learning as students acquire and apply new information and discuss their work. The curriculum can be implemented using a textbook, adaptive software, or…

As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use…

In the context of a large-scale randomized controlled trial, our team investigated "front line" teaching issues as schools implemented a fully digital, blended learning curriculum in mathematics. This paper focuses on observations of instruction within schools that were assigned to use the new digital resources. Compared to a…

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions…

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

As teachers in Georgia utilize formative assessments to ensure successful performance on the state mandated Criterion Referenced Competency Test (CRCT), it is essential that the data they receive from these assessments are accurate. This study examined the correlation between the computer-assisted instructional program, Classworks, and student…

This article is the result of a comprehensive research study investigating the impact of computer-learning technology as well as the impact of a synergistic teaching approach (Keystone Method) on developmental mathematics classes at the college level. The study focused on mathematics skills of elementary and intermediate algebra students and…

We conducted a pilot study to see how the GED Mathematics Test could be administered on computer with embedded accessibility tools. We examined test scores and test-taker experience. Nineteen GED test centers across five states and 216 randomly assigned GED Tests candidates participated in the project. GED candidates completed two GED mathematics…

This experiment illustrates how the effective use of a technology treatment integrated into pre-algebra curricula can help students achieve on the New Jersey Standardized Grade 8 Proficiency Assessment (GEPA). The researcher obtained data by comparing a treatment group to a control group; the first group was given a weekly 44-minute-long…

The study, "Technology's Edge: The Educational Benefits of Computer-Aided Instruction," examined whether the "I CAN Learn"[R] computer-based curriculum is more effective than traditional classroom instruction at teaching pre-algebra and algebra concepts to middle- and high-school students. The study included about 1,600…