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Document Type

Article

Type of Article

Research-based article

Abstract

Technology-based resources have become a popular supplement to mathematics instruction within K-12 schools. Recently, the state of Texas provided school districts with access to Think Through Math©, a web-based adaptive technology resource for mathematics instruction in Texas. At the time of this present study, no research independent of the provider of Think Through Math© was available. Guided by concepts that underlie Cognitive Load Theory and its application to technology-based supplemental resources for mathematics, the purpose of this study was to determine the impact of Think Through Math© usage on middle school students’ performance with state-mandated standardized assessments in mathematics. Using a quantitative research design, the researcher conducted a multiple regression analysis among 220 middle school students that used the Think Through Math© program during the 2015-2016 school year. Data were analyzed and suggested that usage of Think Through Math© with fidelity accounted for approximately 70% of variance in students’ performance on their standardized mathematics assessments. Additional analyses of the data revealed five statistically significant findings for associations between program usage and student performance on standardized mathematics assessments.

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