The gap of 32 points separating average black and white eighth graders represents about three years' worth of math learning.
A recent SRI International study measured the effect of online math learning on Rocketship students' academic growth, finding that students with 20 percent more online instruction time learned an additional 20 percent in math skills.
KnowRe, an online math learning site for secondary students, has raised a new round of $6.8 million.
Even in a relatively stable school district, children's actual math learning growth patterns do not mirror the AYP expectation.
i-Math was designed to be an automatic reading aided tool and also a math learning and teaching tool for both students and teachers.
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning.
The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students' cognitive test performance or metacognitive awareness development.
Moreover, previous research on children shows that when gesture is included in instruction of math, learning is significantly more likely than when it is not (e.g. Cook et al., 2013; Koumoutsakis, Church, Alibali, Singer, & Ayman-Nolley, 2016).
Although it remains to be tested experimentally, teaching students to offload the difficult mental processes of commutative and associative properties into perceptual problems could support math learning more broadly.
The reliability of the math learning measure was low (α = 0.30 and 0.40 for the pre- and post-test); as a consequence, the results from this measure must be interpreted with caution.
