Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Educators reported that FH2T's safe environment, where no moves are illegal, supported students to practice, try out moves, and take ownership of their problem-solving decisions. → 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?
Thematic analysis of confirmatory study interviews with 11 educators. Educator Reese Thompson described students as "Responsible for making decisions, instead of executing them," and other educators described FH2T as a safe place to practice and as providing a way to be an agentic learner.
"Responsible for making decisions, instead of executing them. So it's a way to check understanding more than a way to check numeracy."
Discussion¶
Related Claims¶
- Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice — related
- Educators who implemented FH2T through partner or group work perceived it promoted peer collaboration and mathematical discussion — related
- Learning Studio participation was associated with indicators of student agency and ownership of learning — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
- Trauma-informed practices such as safe environments and positive relationships can mitigate the effects of trauma and promote resilience — related
- The seven levers can describe environments for robust understanding with or without AI, mapping onto the TRU dimensions — related
- The AI's nonjudgmental conversational tone and adaptive prompting fostered risk-taking and productive struggle in a psychologically safe environment — related
- Educators used FH2T's teacher console insights to modify instruction, and recommended the console share students' mathematical capabilities and content-area difficulties — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fh2t-students-doers-of-mathematics-agency |
title |
Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment |
description |
Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment |
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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