Analyzing the use of mathematics apps in elementary school classrooms
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n=127) and teacher (n=6) attitudes toward the use of constructive-based, mathematics apps in grades 4 to 6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high, and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes, and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs, and 21% lower with a teacher-led strategy. Keywords: mobile apps, mathematics, elementary school, attitudes, learning performance
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it