MathFlowLens Dashboard: Co‐Designing Teacher Orchestration Tools to Engage in Discourse Around Students' Mathematical Strategies.
Background: Educational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process‐based information about students' variable problem‐solving strategies as they solve problems. Utilising design thinking and co‐designing w...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 20 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452168&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452168 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452168 185452168 185452168 10.1111/jcal.70025 185452168 ppf: 1 ppct: 19 formats: tig: atl: MathFlowLens Dashboard: Co‐Designing Teacher Orchestration Tools to Engage in Discourse Around Students' Mathematical Strategies. aug: au: Thompson, Tamisha St. John, Jennifer Pradhan, Siddhartha Ottmar, Erin affil: Learning Sciences & Technologies, Social Science & Policy Studies Department, Worcester Polytechnic Institute, Worcester Massachusetts,, USA sug: subj: Mathematics Education Online Education Problem Solving Evaluation Academic Performance Evaluation Educational Technology Utilization Dashboard Systems Evaluation Human Funding Source Massachusetts Female Case Studies Needs Assessment Task Performance and Analysis Thematic Analysis Critical Thinking Creativeness Faculty Research Personnel Collaboration Systems Design Female ab: Background: Educational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process‐based information about students' variable problem‐solving strategies as they solve problems. Utilising design thinking and co‐designing with teachers can provide insight to researchers about what educators need to make instructional decisions based on student problem‐solving data. Objectives: This case study presents a collaboration where researchers and teachers co‐designed MathFlowLens, a teacher‐facing dashboard that provides analytics and visualisations about students' diverse problem‐solving strategies and behaviours used when solving online math problems in the classroom. Methods: Over several sessions, teachers discussed, mocked up, and were provided with behavioural data and strategy visualisations from students' math problem‐solving that demonstrated the variability of strategic approaches. Throughout this process, the team documented, transcribed, and used these conversations and artefacts to inform the design and development of the teacher tool. Results and Conclusions: Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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