Educators who implemented FH2T through partner or group work perceived it promoted peer collaboration and mathematical discussion¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Educators reported that gamification elements such as stars prompted shoulder conversations and friendly competition, and that students shifted from asking the teacher for help to asking each other. → 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? · qualitative · r?

Qualitative findings from the confirmatory study with 11 educators, several of whom implemented FH2T through partner or small group work. Educator Bianca Summers reported that "students have gone from asking me questions on how to work the problems to asking each other for help."

"Bianca Summers found that in her classroom, "students have gone from asking me questions on how to work the problems to asking each other for help. Now, they come to me when they are in disagreement with each other.""

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

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• Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment — related
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