Educators used FH2T's teacher console insights to modify instruction, and recommended the console share students' mathematical capabilities and content-area difficulties¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Confirmatory study educators reported gaining insights about students' mathematical understanding through the teacher console and using them to modify instruction, and recommended the console convey what students can and cannot do mathematically. → 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

Semi-structured 1:1 interviews with 11 confirmatory study educators after approximately four weeks of implementation. Educator Bianca Summers "used the teacher console to record the problems where the students used the most tries" and led whole-class work on those problems.

"she used the teacher console to record the problems where the students used the most tries. She explained that she then "displayed two of [those] problems on the board and [the class] worked through them together so that students could better understand how to deconstruct and reconstruct the number to reach the goal.""

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
• FH2T was evaluated with nine 30-minute sessions spread across one academic year as a supplemental program — related
• 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