At Teachley, we take research seriously (it’s in our tagline, after all). Our products are developed with grant funding from the U.S. Department of Education, Institute of Education Sciences (IES), the National Science Foundation (NSF), and the National Institutes of Health (NIH). As part of these grants, we conduct ongoing research to evaluate the effectiveness of our apps in improving students’ mathematical abilities.
Design research. When developing our apps, we utilize an iterative design research process during which we build initial prototypes of the app and its features, such as levels and scaffolds, then give them to kids to play. We observe as they interact with the app, ask questions, and gather valuable feedback to inform the refinement of the app.
Efficacy research. To evaluate whether our apps impact learning, we conduct research studies during which we explore changes in students’ abilities before and after they play. To help synthesize some of our research efforts, we’ve put together short briefs and link to them below.
Teachley Operations. Students who played our operations apps improved their fluency more than students who played traditional fluency games. Further, students using our Mt. Multiplis app were significantly more likely to use the distributive property when explaining how they solved problems. These results were also found when looking specifically at children who struggle in mathematics. Read the full Teachley Operations brief here.
Teachley Fractions. In a randomized controlled study, students who played Fractions Boost 1 & 2 significantly improved their ability to estimate fractions and results of fractions operations on a number line compared to those who played other fractions games. Third graders also significantly improved their general fractions ability. Read the full Teachley Fractions brief here.
Teachley Formative Assessment Reports. In a 22-classroom study, grade levels were assigned to have access to the games plus the game-based formative assessment data or only games. Both groups received coaching on use of the data or integrating the games. Most teachers with access to the data reported using their dashboard weekly or monthly to: monitor students’ app usage, prepare for SST meetings, and plan intervention lessons. After the coaching ended, classrooms where teachers had access to the data played 70% more than classrooms in the games-only group. Teachers who used their dashboard weekly tended to have more accurate ratings of student’s abilities on specific standards. Read the full Formative Assessment Brief here.
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Teachley Operations has been funded at least in part with Federal funds from the U.S. Department of Education under contract numbers ED-IES-12-C-0046 and ED-IES-13-C-0044. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Teachley Fractions has been funded at least in part with Federal funds from the National Science Foundation under contract numbers 1519618 and 1632238. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Teachley’s Formative Assessment has been funded at least in part with Federal funds from the U.S. Department of Education under contract numbers ED-IES-15-C-0020 and ED-IES-16-C-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.