This American Mathematical Association of Two-Year Colleges (AMATYC) article examines the three key areas of mathematics teaching and learning: ways of doing, ways of thinking and habits of thinking.

This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.

In this Ed Tech Digest article, Cindy Jiban discusses how oral reading fluency assessment is now commonplace in the primary grades. This represents a significant step for data-based problem solving in education. However, given some of the side effects that have emerged, it is clear that fluency assessment is due for significant structural improvement.

When recent NAEP results came out, the bleak headline was that American students are not getting better at reading comprehension. When the NAEP folks convened a panel of reading experts in early April, the primary grades got called out as one potential culprit. So what needs re-evaluating in K-3 literacy? One reasonable place to look is at oral reading fluency and the foundational skills that feed word decoding.

This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student’s academic motivation and self‐efficacy.

What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.