Middle school mathematics teachers frame low persistence in i-Ready Math as an interaction among motivational, cognitive, and contextual factors, with four recurring themes¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a participatory design workshop, teachers' accounts of low persistence clustered into four recurring themes spanning motivation, cognition, resilience, and context. → Conrad Borchers 2026

Evidence¶

Conrad Borchers 2026¶

Conrad Borchers. (2026). Framing the 5% Problem: Teachers’ Perspectives on Persistence in Educational Technology. https://arxiv.org/abs/2606.22294 doi:10.48550/arxiv.2606.22294

q2 · i? · qualitative · r3

Reflexive thematic analysis of cards, group artifacts, voting tallies, and discussion transcripts from a 90-minute workshop with 12 middle school math teachers. The analysis found that "Teachers framed low persistence as an interaction among motivational, cognitive, and contextual factors" with four recurring themes.

"Teachers framed low persistence as an interaction among motivational, cognitive, and contextual factors (Figure 1)."

Discussion¶

Related Claims¶

• Teachers link low motivation and buy-in to middle-school developmental constraints, peer norms, and prior negative experiences with math or i-Ready — related
• Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence — a narrower finding that bears on this claim
• Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits — related
• Teacher emotional support buffers the negative association between low math self-efficacy and low engagement — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — related