Table 1.
Principles to support learning in disadvantaged students.
Fig 1.
Technological implementation of digital support principles within the e-textbook.
(A) Exploratory task involving congruent gestures, i.e., cutting through pizza in terms of swiping over a touchscreen. (B) Interactive diagram showing the conceptual idea of the number line as a shrunken tape diagram—here displayed using overlay technique. (C) Task with adaptive adjustment of task difficulties that represent difficulty generating factors, i.e., number of items equals denominator in level 1, number of items is twice or thrice the denominator in level 2. (D) Task offering graded assistance during problem-solving which students can access by tapping on the traffic lights. (E) Feedback for an incorrect answer based on students’ wrong answers. (F) Feedback for an incorrect answer based on an algorithm choosing an appropriate strategy for the comparison of two fractions.
Fig 2.
Overview of the study design.
Table 2.
Pretest outcomes for the total sample, female and male students, as well as students from the three groups.
Table 3.
Estimates of the generalized linear mixed models used to predict the likelihood for a correct answer in the posttest and the follow-up.
Fig 3.
Development of students’ fraction knowledge.
Development is shown from the posttest (immediately after the four weeks of instruction during the intervention, i.e., 15 lessons) to the follow-up test (additional eight weeks after the posttest) as estimated average item-solution probabilities, predicted by the generalized linear mixed model. Error bars represent 95% confidence intervals.