Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q2 i? Educators perceived FH2T's mathematics content as effectively incorporating the Standards for Mathematical Practice, encouraging abstract reasoning, precision, perseverance, and use of structure, which they saw as a significant advantage over other digital math tools. → Tarik Buli 2025
Evidence¶
Tarik Buli 2025¶
Tarik Buli, Stefani Pautz Stephenson, Rebecca Banks, and Amanda Wortman. (2025). From Here to There (FH2T): Educator Perceptions of Game-Based Algebraic Learning. Digital Promise white paper. https://digitalpromise.dspacedirect.org/items/7dcf9d16-b5ad-4067-be9f-be30319b1185 doi:10.51388/20.500.12265/262
q2 · i? · design · r2
Findings from the RPIP feedback sessions with 10 educators, reported as educator perceptions of FH2T's curricular alignment. One educator noted FH2T "effectively incorporates the Standards for Mathematical Practice" in contrast to rote practice problems.
"FH2T's mathematics content effectively incorporates the Standards for Mathematical Practice, aligning with recommended classroom learning approaches by encouraging students to reason abstractly, attend to precision, make sense of problems and persevere in solving them, and make use of structure"
Discussion¶
Related Claims¶
- Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment — related
- Educators who implemented FH2T through partner or group work perceived it promoted peer collaboration and mathematical discussion — related
- Educators used FH2T's teacher console insights to modify instruction, and recommended the console share students' mathematical capabilities and content-area difficulties — related
- The case-based intervention was perceived as connecting theory to practice more strongly than the model-based comparison intervention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fh2t-common-core-standards-alignment-perception |
title |
Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice |
description |
Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tarik-buli-2025 |
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