Tamisha Thompson, Jennifer St. John, Siddhartha Pradhan, Erin Ottmar
{"title":"MathFlowLens仪表板：共同设计教师编排工具，以参与围绕学生数学策略的话语","authors":"Tamisha Thompson, Jennifer St. John, Siddhartha Pradhan, Erin Ottmar","doi":"10.1111/jcal.70025","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"MathFlowLens Dashboard: Co-Designing Teacher Orchestration Tools to Engage in Discourse Around Students' Mathematical Strategies\",\"authors\":\"Tamisha Thompson, Jennifer St. John, Siddhartha Pradhan, Erin Ottmar\",\"doi\":\"10.1111/jcal.70025\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 3\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-04-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70025\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70025","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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 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.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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