(Image source: MindShift blog)
I am a supporter for using technology in mathematics education, but it's probably worth examining these results closer. Here are some quotes from the study itself, and my unpacking of what this means for the reliability of this study.
One thing not at all discussed in this study is what they hope to accomplish by improving mathematics instruction. Test scores are one measure we have for mathematical ability, but they are not the only measure. Did this program give students additional time to work on improving their mathematical reasoning and their problem formulating & solving skills? Hopefully the authors of this paper will submit it for formal review so that any of the issues that I've addressed can be peer reviewed.
David is a Formative Assessment Specialist for Mathematics at New Visions for Public Schools in NYC. He has been teaching since 2002, and has worked in Brooklyn, London, Bangkok, and Vancouver before moving back to the United States. He has his Masters degree in Educational Technology from UBC, and is the co-author of a mathematics textbook. He has been published in ISTE's Leading and Learning, Educational Technology Solutions, The Software Developers Journal, The Bangkok Post and Edutopia. He blogs with the Cooperative Catalyst, and is the Assessment group facilitator for Edutopia. He has also helped organize the first Edcamp in Canada, and TEDxKIDS@BC.