Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.
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? Teachers reflected that the curriculum needed to expand to include teaching about the technology before expecting students to automatically gain mathematics understanding from working with it. → Niess 2018
Evidence¶
Niess 2018¶
Niess, M. L., & Roschelle, J. (2018). Transforming Teachers' Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC. https://www.pmena.org/proceedings/
q2 · i? · design · r2
Teacher reflection from Janis's fraction unit case in the curriculum-and-materials component analysis; she saw the need to allow students time to become familiar with the virtual manipulatives. Descriptive self-report evidence, no effect size.
"However, I simply had not factored in enough time to let them explore with the manipulatives so that they could effectively utilize them during the lessons."
Discussion¶
Related Claims¶
- A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction — the general claim this finding bears on, with the studies behind it
- Teachers' overarching conceptions expanded to value multiple technologies, including technologies for communication, collaboration, and inquiry, in more student-centered ways — related
- The authors of one physics-course study attribute its technology-supported gains to the student-centred, active-engagement pedagogy the technology was used within — related
- Teachers reported that technology-supported group work increased student engagement and helped them access students' thinking — related
- Individuals involved in technology exposure and exploration programs are more likely to pursue or enroll in technology-related education and training — related
- In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-need-time-learn-technology-first |
title |
Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them |
description |
Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — niess-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.