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CCT active-learning framework: broadened representational infrastructure and timely feedback loops improving formative assessment

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The article's theoretical framework holds that connected classroom technology supports active learning environments that "broaden the representational infrastructure of the classroom" and provide "timely, targeted, and accurate feedback loops" that improve formative assessment opportunities and ultimately algebra 1 achievement. CCT serves as a mediating tool between mathematical content and classroom culture, transferring responsibility for mathematical thinking to students through public display of tasks, anonymous participation, and simultaneous display of multiple mathematical representations. The framework was used to design the professional development intervention and to interpret the trial's achievement gains.

Design Implications

Context

Requirements

  • Teachers must participate in professional development (a summer institute and follow-up) alongside the technology; the article argues the intervention includes both CCT and teacher professional development

Constraints

  • Simply providing equipment to teachers has not been demonstrated to make a difference in teaching or learning, per the article

Target Learners

  • algebra 1 students in secondary mathematics classrooms

Learning Goals

  • algebra 1 achievement
  • mathematical communication and discourse
  • representational fluency

Claims

Examples

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Key Sources

  • Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://www.jcmst.org
Page metadata
Field Value
type design
id cct-representational-infrastructure-formative-assessment-framework
title CCT active-learning framework: broadened representational infrastructure and timely feedback loops improving formative assessment
description The article's theoretical framework holds that connected classroom technology supports active learning environments that "broaden the representational infrastructure of the classroom" and provide "timely, targeted, an...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — irving-2016

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