Using Data to Understand and Improve Students' Learning: Empowering Teachers and Researchers Through Building and Using a Knowledge Base

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Jinfa CaiUniversity of Delaware

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Anne MorrisUniversity of Delaware

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Charles HohenseeUniversity of Delaware

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Stephen HwangUniversity of Delaware

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Victoria RobisonUniversity of Delaware

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James HiebertUniversity of Delaware

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In our May editorial (Cai et al., 2018a), we explored how collaborations among teacher-researcher partnerships could harness emerging technological resources to address the problem of isolation in the work of teachers and researchers. In particular, we described a professional knowledge base (Cai et al., 2018b) and a mechanism by which that knowledge base could be continuously populated, updated with data and resources that are useful to teachers and researchers, and shared among partnerships thereby enabling them to work on the same instructional problems. In this editorial, we shift our focus to discuss how data on students' thinking and classroom experiences could be leveraged within such a system to improve instructional practice. We will explore how the knowledge base could serve as a tool to (a) gather, process, and analyze data from individual students; (b) increase our understanding of the effects of students' mathematical learning experiences; and (c) help teacher-researcher partnerships understand and improve students' learning.

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Journal for Research in Mathematics Education
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