Momentum

With a $633,359 grant from the U.S. Department of Education, Shannon Driskell, professor of mathematics education, will create a toolkit for elementary math teachers to ensure that instruction with digital curricula maximizes students’ social, emotional and academic learning.

“When teachers are given a digital curriculum, they need to take time to interact with it and see what the students will be experiencing,” said Driskell, who taught sixth grade and high school mathematics before receiving her doctorate in mathematics education. “Unfortunately, teachers are often not given time to do this. They are often told, ‘Here it is. Use it.’”

Digital curricula are learning management systems that provide teachers with interactive lessons, multimedia resources, pre-made lesson plans, printable worksheets and student assessment tools that allow for customized learning. Two popular educational software products are used by more than 16 million students nationwide.

“Many companies are creating these curricula and not really researching how teachers are using them,” Driskell said. “It’s mind-boggling if you think about all those teachers who are using digital curricula, but they might not have the experience or training to use it effectively.”

To ensure educators have the training and understanding needed to enact digital curricula in their classrooms, Driskell and her colleagues will develop a free online toolkit. As part of the development process, the researchers will visit K-12 schools in three states, focusing on grades 2 through 6, as well as reach out to former students who are now teaching mathematics in Ohio and Kentucky. They will gather data on how teachers are using digital curricula, observe and record video of teachers in the classroom and then record video interviews with the teachers reflecting on their use of the curriculum.

Despite concerns about proper training for teachers, Driskell said digital curricula can benefit students through its use of artificial intelligence for customized learning. For example, if it recognizes that a student needs help with a particular task or concept, the curriculum can adjust to allow the student to keep working on that topic. Conversely, with another student who understands the concept, the curriculum can continue to move forward with new content.

“There is a lot of data that can help teachers and parents improve their students’ learning,” Driskell said. “That’s a beautiful thing about it; it provides a lot of information on student progress.”

Driskell received the grant as part of a research consortium with colleagues Steve Rhine, professor of education at Pacific University; Ann Wheeler, professor of mathematics education at Texas Woman’s University; and Rachel Harrington, professor of education and leadership at Western Oregon University. The five-year grant started Oct. 1, 2023, and runs through July 2028. The University of Dayton’s share of the award is about $100,000 and includes funding for an undergraduate student researcher.