[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599761-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599761-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","investigating-student-use-of-electronic-support-tools-and-mathematical-reasoning","Investigating Student Use of Electronic Support Tools and Mathematical Reasoning","","Mathematical reasoning requires understanding mathematical information and concepts in a logical way, then drawing conclusions and generalizations from that understanding. Computer-based learning is widely used, making it important to study how specific technology features affect students’ reasoning. This study examines electronic support tools (ESTs) within an online supplemental mathematics program, the Math Learning Companion (MLC), tracking changes in Grades 3–5 students’ reasoning before and after participation. Results show students use ESTs as needed to individualize learning, improving correctness and the quality of mathematical explanations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/investigating-student-use-of-electronic-support-tools-and-mathematical-reasoning/599761/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/investigating-student-use-of-electronic-support-tools-and-mathematical-reasoning/599761.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What are electronic support tools (ESTs) in the study context?","Question",{"text":62,"@type":63},"ESTs are tools embedded in the online supplemental mathematics program (the Math Learning Companion) that students can use to support their learning and reasoning.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the researchers measure students’ EST use and reasoning changes?",{"text":67,"@type":63},"EST use was measured using frequency counts for each tool, and students’ mathematical reasoning was assessed before and after participating in the program.",{"name":69,"@type":60,"acceptedAnswer":70},"What overall changes did the study find in students’ mathematical reasoning?",{"text":71,"@type":63},"Across the intervention, students’ tool use reflected an overall change in their reasoning, and they used ESTs to improve mathematical reasoning, response correctness, and the explanations supporting their answers.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599761,1792231052,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Investigating Student Use of Electronic Support Tools and  \nMathematical Reasoning  \nKristina N. Higgins  \nTarleton State University, United States  \nLindy Crawford  \nTexas Christian University, United States  \nJacqueline Huscroft-D’Angelo  \nUniversity of Nebraska-Lincoln, United States  \nMark Horney  \nUniversity of Oregon, United States  \nAbstract  \nMathematical reasoning involves comprehending mathematical information and concepts ina logical way and forming conclusions and generalizations based on this comprehension.  \nComputer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are influencing student reasoning and learning. This article explores how one aspect of computer-based learning, electronic support tools (ESTs), influences students’ mathematical reasoning over the course of an online supplemental mathematics program, the Math Learning Companion (MLC) . Students in Grades 3, 4, and 5 (N = 31) from two private schools participated in MLC, and their reasoning was assessed before and after participating in the program. EST use was measured by using frequency counts for each tool. Results describe students’ tool use and reflect an overall change in their reasoning over the course of the intervention, indicating that students use ESTs as needed to individualize the learning program. Students specifically used ESTs as needed to improve their mathematical reasoning, their correctness of response, and their mathematical explanations of their answers over the course of the intervention.  \nKeywords: Mathematical reasoning; Computer-based instruction; Electronic support tools;  \nMathematics education  \nIntroduction  \nDespite being one of the wealthiest countries in the world, mathematics proficiency of students in the United States, as measured by the Programme for International Student Assessment (PISA), lags behind the performance of students worldwide and has remained stagnant for more than a decade (Organisation for Economic Co-operation and Development [OECD], 2013a), leaving students unprepared for working in a global economy (Hanushek, Peterson, & Woessman, 2012) .  \nThe availability of educational resources, including computers and software used for instruction along with internet connectivity, explains about one-third of the variance in instruction worldwide (Education Superhighway, 2014; OECD, 2013b), implying that students with more access to educational resources show higher levels of mathematical proficiency. Although students in the United States generally have wide access to educational resources as compared to the rest of the world (OECD, 2013b), according to the U.S. Department of Education’s National Education Technology Plan (2010),“the role technology plays in the nation’s classrooms varies dramatically depending on the funding priorities of the states, districts, and schools and individual educators’understanding of how to leverage it in learning in meaningful ways”(p. 9) . Thus, the lack of change in mathematical proficiency overall indicates a need to further investigate other constructs related to mathematical performance, such as mathematical reasoning, within the context of technology. Specific type of technological tools such as electronic support tools (ESTs), which are often embedded within computer-based educational programs or curricula, should be explored as well as their relationship to improvements in mathematical reasoning.  \nAccording to Kilpatrick, Swafford, and Findell (2001), mathematical proficiency can be described as five strands of students’ cognitive engagement: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Current research focuses on interventions that address procedural fluency and strategic competence; however, few studies include how students communicate conceptual understanding or adaptive reasoning. Part of b","cbCainyzAwNlM3GG","https://ap.wps.com/l/cbCainyzAwNlM3GG","pdf",722005,24,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What are electronic support tools (ESTs) in the study context?\",\"answer\":\"ESTs are tools embedded in the online supplemental mathematics program (the Math Learning Companion) that students can use to support their learning and reasoning.\"},{\"question\":\"How did the researchers measure students’ EST use and reasoning changes?\",\"answer\":\"EST use was measured using frequency counts for each tool, and students’ mathematical reasoning was assessed before and after participating in the program.\"},{\"question\":\"What overall changes did the study find in students’ mathematical reasoning?\",\"answer\":\"Across the intervention, students’ tool use reflected an overall change in their reasoning, and they used ESTs to improve mathematical reasoning, response correctness, and the explanations supporting their answers.\"}]","Investigating Student Use of Electronic Support Tools and Mathematical Reasoning | PDF",1792089387]