ZHU, YUANXUE
National Chengchi University, Department of Education, PhD. student
E-mail: zhyx0227@gmail.com
CHEN, SHIN-YIN
National Chengchi University, Department of Education, PhD. student
E-mail: juliewowow@gmail.com
WU, YA FEN
National Chengchi University, Department of Education, PhD. student
E-mail: tycmegan@gmail.com
Abstract
This study was conducted in a third-grade elementary mathematics class (focused on the unit of plane figure area calculation) to explore how digital tools and learning analytics can drive transformations in mathematics education. The study integrated the TPACK framework (Technological Pedagogical Content Knowledge), learning analytics theory, and digital instructional platforms (e.g., the HiTeach smart teaching system) to design and implement a data-driven mathematics instructional unit. A mixed-methods approach was employed for evaluation. Quantitative data were obtained from the teaching system’s records of student interaction frequency, problem-solving paths, and performance outcomes, while qualitative data were gathered through classroom observations and teacher interviews. Results indicated that the dynamic visualization features of digital tools (for example, real-time adjustment of a plane figure’s area) significantly enhanced students’ understanding of abstract concepts (effect size d = .78). The learning analytics system effectively identified students’ cognitive blind spots; for instance, error pattern analysis revealed that approximately 65% of students in the area calculation unit had confused the concept of perimeter with the formula for area. Following the integration of technology and pedagogy via the TPACK framework, students’ average scores improved by 15%, with learning motivation among low-achieving students increasing by 27%. However, the integration of technology also presented challenges, including disparities in hardware equipment and the complexity of using digital tools. This study further proposes a “D-TPACK” model (Data-enhanced TPACK), which emphasizes the central role of data literacy in technology integration and provides a theoretical basis as well as practical guidance for educational policy and classroom practice.
Keywords: mathematics education, learning analytics, data-driven instruction, HiTeach, TPACK