During the 2022-2023 school year, a cohort of eight teachers and 215 students in schools across eight states participated in a year-long qualitative testing program of ExploreLearning Frax, the adaptive and game-based program that helps students develop a conceptual understanding of fractions. Teachers implemented Frax in their classrooms and provided feedback at four points during the year using surveys and interviews.
Before the study, teachers reported their students had little-to-no fractions knowledge and lacked foundational math skills, self-confidence, and classroom independence. The students, in grades 3-5, came from various social and economic backgrounds throughout different United States regions and locales. Learners ranged across all achievement levels, including on-grade level, advanced, and those receiving interventions.
Key findings: Frax increases fractions knowledge and math confidence
Throughout the year, students completed the 27 game-driven missions in Frax Sector 1 to develop fractions understanding through scaffolded tasks and interactive representations. After using Frax, teachers reported:
Increased math enjoyment and engagement
Teachers noted Frax’s game-based platform, frequent rewards, personalization features, and interactive visuals were particularly engaging aspects for students. Some educators commented that learners desired to use Frax over other edtech products and even asked to use the program after completing all required assignments.
“The students enjoy fractions and beg me to open new [Frax] missions.”
“My students are loving fractions! They tell me how much they enjoy learning about fractions every time we are able to complete Frax.”
Increased fractions knowledge and test scores
All teachers observed large increases in fractions knowledge. This translated into notable growth on math assessments after a few short months and significant, measurable gains on standardized assessments at the end of the school year, which teachers attributed to Frax.
“My students' fraction ability increased from an average of 58% to 89%.”
“Everybody [who used Frax] scored grade level or above [on the end-of-year test in the fractions area].”
Improved class climate
Using Frax, teachers consistently found that students mastered a basic understanding of fundamental fractions concepts and vocabulary earlier than typically before, which led to increased student participation in class discussions.
“They can relate what they learn on Frax to what we are discussing in the classroom.”
“Students are more comfortable discussing and working with fractions.”
Increased student confidence in math abilities
Several teachers noted increased student confidence as a result of Frax, especially among lower-achieving or students who were previously hesitant about math. Frax’s gamification also decreased children’s apprehension around engaging in a math exercise.
“I have some kids that are very reluctant to do math but will hop on Frax.”
“They look at fractions in a much less threatening way.”
Frax helps all students succeed
Educators also observed positive impacts on at-risk students, finding Frax to be more engaging and attentive than other classroom fractions activities. Teachers commented that students with ADHD, Individualized Education Programs (IEPs), and those receiving math interventions benefited from Frax and could stay engaged to work on the program independently. Other teachers observed that hesitant students preferred learning approaches like Frax since the digital aspect provided privacy and made them feel more confident with math risk-taking and mistakes that are a natural part of learning.
“Frax improved students' abilities to understand fractions, making our curriculum lessons and discussions more effective.” -Teacher
For more details, read the full research brief.
