When all of a teacher's students had access to Equatio, teachers leveraged it in more robust workflows such as assessments, digital submissions, and timely feedback¶
Claim · All claims
Evidence · 1 study · qualitativer2·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? Teachers whose students all had Equatio on their devices incorporated it into more workflows, including implementing assessments, receiving digital submissions, and providing timely feedback, than teachers where only some students had access. → McMahon 2024
Evidence¶
McMahon 2024¶
McMahon, L. H., Pautz Stephenson, S., & Corrigan, S. (2024). The future of math inclusion: The promise of digital math tools for universally accessible mathematics instruction [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/211
q2 · i? · qualitative · r2
Qualitative finding from interviews and focus groups with the nine teacher partners, who taught in settings with differing student access to Equatio; in one teacher's case only students requiring assistive technology had access. The contrast is based on teacher reports; no effect size is printed.
"In cases where all of a teacher’s students had Equatio on their devices, they were able to leverage Equatio in more robust ways and incorporate it into more of their workflows, such as by implementing an assessment, receiving digital submissions from students, and providing timely feedback."
Discussion¶
Related Claims¶
- Teachers described Equatio as a time-saver for creating instructional materials, with 42% of survey respondents strongly agreeing it saves them time — related
- Most Equatio-using teachers were not using the tool to support UDL-based practices, with only about 22% reporting use of a given UDL affordance on average — related
- After focus-group professional learning, all nine teacher partners committed to trying Mathspace and reported broader, more integrated uses of Equatio — related
- Digital tools complemented hands-on investigations by providing opportunities not possible in the classroom and letting children easily practice what they learned in hands-on activities. — related
- Most assessment methods for dispositions were suggestions rather than implemented practices, and some designers had no assessment ideas — related
- Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
universal-student-access-enables-robust-equatio-use |
title |
When all of a teacher's students had access to Equatio, teachers leveraged it in more robust workflows such as assessments, digital submissions, and timely feedback |
description |
When all of a teacher's students had access to Equatio, teachers leveraged it in more robust workflows such as assessments, digital submissions, and timely feedback |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mcmahon-2024 |
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