Teachley Research at a Glance

Teachley Research at a Glance

At Teachley, we take research seriously (it’s in our tagline, after all).  Our products are developed with grant funding from the U.S. Department of Education, Institute of Education Sciences (IES) and the National Science Foundation (NSF). As part of these grants, we conduct ongoing research to evaluate the effectiveness of our apps in improving students’ mathematical abilities.

Design research. When developing our apps, we utilize an iterative design research process during which we build initial prototypes of the app and its features, such as levels and scaffolds, then give them to kids to play. We observe as they interact with the app, ask questions, and gather valuable feedback to inform the refinement of the app.

Efficacy research. To evaluate whether our apps impact learning, we conduct research studies during which we explore changes in students’ abilities before and after they play. To help synthesize some of our research efforts, we’ve put together two short briefs and link to them below.

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Teachley Operations. Students who played our operations apps improved their fluency more than students who played traditional fluency games. Further, students using our Mt. Multiplis app were significantly more likely to use the distributive property when explaining how they solved problems. These results were also found when looking specifically at children who struggle in mathematics. Read the full Teachley Operations brief here.  

Teachley Fractions. Initial research on a prototype of our first fractions app, Fractions Boost found significant effects on students’ ability to estimate fractions on a number line. Read the full Teachley Fractions brief here.

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Teachley Operations has been funded at least in part with Federal funds from the U.S. Department of Education under contract numbers ED-IES-12-C-0046 and ED-IES-13-C-0044. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Teachley Fractions has been funded at least in part with Federal funds from the National Science Foundation under contract numbers 1519618 and 1632238. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

 
Dana Pagar