Learning Mathematics Online
Research teaching and learning of mathematics in technology-based environments
The ANSERS Institute is engaged in a five-year collaborative research project with the Center for Applied Technology in Education at the University of Oregon. We are currently in our final year of this project. Our research is focused on the teaching and learning of mathematics in technology-based environments. In years 1-3 of this project our research teams investigated students’ use of “electronic support tools” available to them via technology. Descriptive data collected on students’ electronic tool use during the first three years of the project led us to study, more specifically, how students used these tools to communicate about mathematics. Therefore, in year 4 of this project we studied student use of a digital notepad and a peer-mediated “wall” embedded in the Math Learning Companion (an online mathematics curriculum previously developed through a different research grant). We found, in year 4, that students used these online writing environments to support and enhance mathematical reasoning. Thus, in the fifth and final year of the project we are investigating the effects of a teacher-led fractions intervention on the mathematical reasoning of students as supported through a technology-rich writing environment.
University of Oregon (MeTRC; $700,000)
- Dr. Lindy Crawford (principal investigator)
- Dr. Jacqueline D’Angelo (project manager)
- Dr. Kristina Higgins (lead statistician)
- Dr. Sarah Quebec-Fuentes (content expert)
Graduate Student Researchers
- Shayla Sigler
- Pei Pei Gong
- Hannah Alvis
- Crawford, L., Higgins, K. & Huscroft-D’Angelo, J. (2013, October). Writing in mathematics: An investigation of the impact on mathematical reasoning skills. Poster presented at the 35th Annual Conference on Learning Disabilities – Council for Learning Disabilities, Austin, TX.
- Crawford, L. (2013, April). Use of electronic support tools in mathematics by students with Learning Disabilities. Paper presented at the European Teachers Education Network, Brussels, Belgium.
- Higgins, K., Crawford, L. & Huscroft-D’Angelo, J. (2013, April). Assessing relationships between electronic tool use, academic abilities, and gain scores for students using a CBI math program. Poster presented at the Society for Research in Child Development, Seattle, WA.
- Crawford, L., & Higgins, K. (2013, March). Assessing the effects of the Math Learning. Companion. Institute of Education Sciences, U. S. Department of Education. Project Directors’ Conference. Interactive poster presentation. Washington, D. C.
- Crawford, L. (2012, April). Student’s use of active electronic support tools in mathematics: A descriptive study. Roundtable paper presented at the American Educational Research Association, Vancouver, British Columbia.
- Crawford, L. (2012, April). User path analysis of electronic support tools in mathematics. Presentation at the meeting of Council for Exceptional Children, Denver, CO.
- Higgins, K., & Crawford, L. (2012, October). Effectiveness of computer-based instruction program’s electronic support tools on achievement. Poster presented at the 34th International Conference on Learning Disabilities – Council for Learning Disabilities, Austin, TX.
Mathematics E-Text Research Center
The Mathematics eText Research Center (MeTRC) is located at the University of Oregon. Currently, under the leadership of Dr. Mark Horney and Dr. Lynne Anderson-Inman of the University of Oregon's Center for Advanced Technology in Education (CATE), the center is in the process of conducting a systematic program of research that has spanned over five years in collaboration with five teams across the country, each focusing on a specific student population, curriculum, or technology.