Award Abstract # 2200763
Using Problem-Based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over Time

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: MICHIGAN STATE UNIVERSITY
Initial Amendment Date: August 26, 2022
Latest Amendment Date: August 30, 2024
Award Number: 2200763
Award Instrument: Continuing Grant
Program Manager: Jonathan Bostic
jdbostic@nsf.gov
 (703)292-2296
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: September 1, 2022
End Date: August 31, 2026 (Estimated)
Total Intended Award Amount: $2,996,714.00
Total Awarded Amount to Date: $2,359,919.00
Funds Obligated to Date: FY 2022 = $1,620,651.00
FY 2024 = $739,268.00
History of Investigator:
  • Elizabeth Phillips (Principal Investigator)
    phillip6@msu.edu
  • Nathan Kimball (Co-Principal Investigator)
  • Chad Dorsey (Co-Principal Investigator)
  • Kristen Bieda (Co-Principal Investigator)
  • Alden Edson (Co-Principal Investigator)
Recipient Sponsored Research Office: Michigan State University
426 AUDITORIUM RD RM 2
EAST LANSING
MI  US  48824-2600
(517)355-5040
Sponsor Congressional District: 07
Primary Place of Performance: Michigan State University
Office of Sponsored Programs
East Lansing
MI  US  48824-2600
Primary Place of Performance
Congressional District:
07
Unique Entity Identifier (UEI): R28EKN92ZTZ9
Parent UEI: VJKZC4D1JN36
NSF Program(s): Discovery Research K-12
Primary Program Source: 04002223DB NSF Education & Human Resource
04002425DB NSF STEM Education

04002526DB NSF STEM Education
Program Reference Code(s):
Program Element Code(s): 764500
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Supporting rich student learning, discourse, and collaboration in technology-enhanced classrooms can be a significant challenge as technology can act as an impediment to conversation. This project supports the development of a collaborative digital learning environment that embeds rich middle school mathematics tasks. The project aims to understand how students' individual and collaborative engagement in learning mathematics is enhanced by the digital platform, and how student engagement and learning is affected over the course of a year-long seventh grade course. The project will develop the initial digital collaborative platform using the Connected Mathematics Project materials, a rich, problem-based middle grades mathematics curriculum. Using digital notebooks, platform analytics, and other class artifacts, the team will develop a set of design characteristics for digital platforms that support student collaboration in learning mathematics.

This project will explore two key questions related to student learning and collaboration in the technological platform: how does the platform enhance students' individual and collaborative engagement, and how do student learning outcomes, engagement, and attitudes develop over an academic year in which the platform is used repeatedly. The project will use the platform to collect data related to student collaboration, engagement, instructional practices, classroom artifacts, and written and spoken mathematical reflections from students and teachers. The research outcomes will include guidelines for a research-based approach to the use of learning analytics in technology-enhanced mathematics education, an understanding of design features that support meaningful STEM learning using digital notebooks, and the nature of the teacher-student boundaries in using digital learning resources to support students' individual needs. The project will focus on a deep examination of a key mathematical idea in the seventh-grade curriculum, proportional reasoning, to understand how students' understandings are influenced over time using the platform. Project activities will include development and testing of the platform with students, pilot and field testing with teachers, and professional learning opportunities for teachers to ensure thoughtful implementation of the platform in practice.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Edson, Alden J and Fabry, Ashley and Kohar, Ahmad Wachidul and Bondaryk, Leslie and Phillips, Elizabeth Difanis "Addressing Design Challenges When Integrating Machine Learning with a Digital Annotation System to Examine Student Proportional Reasoning" Digital Experiences in Mathematics Education , v.11 , 2025 https://doi.org/10.1007/s40751-024-00163-8 Citation Details

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