Online Resources for Mathematics: Exploring the Relationship between Teacher Use and Student Performance

Abstract

ABSTRACT Adoption of online resources to support instruction and student performance has amplified with technological advances and increased standards for mathematics education. Because teachers play a critical role in the adoption of technology, analysis of data pertaining to how and why teachers utilize online resources is needed to optimize the design and implementation of similar tools. The present study explores how Algebra Nation (AN), an online resource aligned with an Algebra I statewide exam, was utilized by teachers and what usage components influenced student achievement. A survey of teacher use was conducted and analysis implies that online resources should provide multiple incorporation methods including supplementation, assessment, and remediation. Results suggest that teacher logins, trainings, and workbook usage contribute to increased passing rates.