LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2024 · not yet checked against its sources · 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? Across the 19 included studies, LA usage had a generally positive effect on student mathematics learning. → Rebecka Rundquist 2024
q2 i? High-performing students profit more from DLSs with embedded and extracted analytics, even when adaptive teacher instruction is rare. → Rebecka Rundquist 2024
Evidence¶
Rebecka Rundquist 2024¶
Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299
q2 · i? · review · r3
Thematic synthesis of 19 included K–12 mathematics studies; the review reports that high-performing students "profit more from using a DLS with embedded and extracted analytics" and that LA usage overall had a generally positive effect on student learning.
"High-performing students profit more from using a DLS with embedded and extracted analytics without receiving adaptive teacher instruction (Faber et al., 2017; Kalloo & Mohan, 2011a; Lin & Yang, 2021)."
Discussion¶
Related Claims¶
- Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering — a narrower finding that bears on this claim
- Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage — related
- Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety — related
- Students with high initial performance profit more from area-specific practice while students with low initial performance profit more from general practice
- Low-performing students were more affected by closures in mathematics while high-performing students were more affected in reading, and low-performing students benefited more from systematic online learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
la-positive-effect-high-performers-benefit-most-k12-math |
title |
LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most |
description |
LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rebecka-rundquist-2024 |
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