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Digital learning tools have become ubiquitous in virtual and in person classrooms as teachers found creative ways to engage students during the COVID 19 pandemic. Even before the pandemic and widespread remote learning, however, digital learning tools were increasingly common and a typical part of many classrooms. While all digital learning tools are worthy of study, math digital learning tools (MDLTs) designed for K - 8th grade in particular raise questions of efficacy and usefulness for classrooms. This paper shows that MDLTs are an effective tool to raise students’ math achievement across K - 8th grade, and that time spent on MDLTs can lead to better understanding of a topic than traditional, teacher led instruction. However, if the MDLT is being delivered in a language the student is not familiar with, that student will not be able to benefit from MDLTs in the way other students do. This is also true of students who receive Special Education services. Additionally, higher quality MDLTs that provide feedback that attaches meaning to students’ work creates a better learning environment for students than one with simpler feedback. Based on my experiences with student teaching this year and using the popular MDLT IXL frequently, I recommend that MDLTs not just be used for independent practice time, but for whole class, problem solving sessions where students have to use mathematical thinking in new content areas. This will build deeper conceptual learning and a greater sense of achievement in students.
The education that a student receives in the United States is influenced by an array of factors. One of the main influential factors is the financial resources a school has access to. Additionally, identities such as race, class, and gender all substantially impact the level of education a student has access to. Often students in minority groups, such as Hispanic students, experience additional challenging educational experiences than others. This is due to the intersectionality of their identities impacting their education. Within the Hispanic population, the unique educational experiences of Hispanic females are often disregarded. This paper analyzes the implications of intersectionality on the education of Hispanic females in Arizona. In order to examine this, a qualitative research study involving interviews with Hispanic female college students was done. Interviews consisted of questioning the participants about their K-12 educational experiences in Arizona’s education system, the school factors impacting their education, the familial factors impacting their education, and their college experiences. Key findings show that the educational experiences of Hispanic female students in Arizona are impacted by (a) familial support, (b) the role of Hispanic values/traditional gender roles, (c) a lack of financial resources, (d) an underrepresentation of Hispanic culture, (e) and inadequate college readiness resources. The findings of the study show that the intersectionality of gender and race/ethnicity creates additional disadvantages for the education of Hispanic female students. Furthermore, the results emphasize the need to take intersectionality into account when examining the educational differences that exist in the education system.