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Math Content Readability, Student Reading Ability, and Behavior Associated with Gaming the System in Adaptive Learning Software
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Pranjli Khanna; Kaleb Mathieu; Kole Norberg; Husni Almoubayyed; Stephen E. Fancsali – International Educational Data Mining Society, 2025
Recent research on more comprehensive models of student learning in adaptive math learning software used an indicator of student reading ability to predict students' tendencies to engage in behaviors associated with so-called "gaming the system." Using data from Carnegie Learning's MATHia adaptive learning software, we replicate the…
Descriptors: Computer Software, Computer Uses in Education, Reading Difficulties, Reading Skills
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian Doabler; Jessica Turtura – Journal of Learning Disabilities, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted,…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems