Mathematics teachers differ from other teachers in data use, attitudes, and self-efficacy for DBDM¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Compared to other teachers, mathematics teachers showed more positive attitudes towards data use, higher usage, more data-based actions, higher DBDM self-efficacy, but lower self-efficacy for teaching in general. → Rebecka Rundquist 2024 q2 i? Mathematics teachers mainly used the DLS to create and manage tests rather than to view and analyze testing results, and were the only group engaging in Student-Centred Analysis. → Rebecka Rundquist 2024 (2)

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

The review reports Hawn's (2019b) survey-based comparison of mathematics teachers with other teachers on data-use attitudes, usage, actions, and self-efficacy.

"mathematics teachers when compared to other teachers, showed a positive attitude towards data use, had higher levels of usage, reported more actions based on data, higher usefulness for data ac tivities or formali zed testing, higher self -efficacy for DBDM but lower self-efficacy for teaching in general."

Rebecka Rundquist 2024 (2)¶

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

The review reports Hawn's (2019a) finding that the high-variety/high-rate user group (8%) consisted almost exclusively of mathematics teachers, whose use centred on test creation and management.

"However, they mainly used the DLS to create and manage tests, as opposed to viewing and analyzing testing results. Mathematics teachers were also the only ones seen engaging in Student-Centred Analysis, a specialized use where they show a high rate of use based on multiple types of data for individual students."

Discussion¶

Related Claims¶

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• Gender effects on self-regulated learning are mediated by culture, discipline, and age, with mixed direction across samples — related
• Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods — related
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