The NYC Partnership for Math Equity developed student and teacher surveys as part of its mixed-methods study of Amplify Desmos Math (ADM) in New York City middle grades classrooms.
The surveys were designed to help researchers understand students’ and teachers’ experiences with ADM lessons and to examine outcomes including math identity, enjoyment, belonging, engagement, and students’ experiences in mathematics classrooms.
The instruments complement other data collected through the study, including classroom observations and platform data, and support investigation of how digital math lessons can influence student learning, participation, collaboration, and classroom experiences.
While the surveys were developed specifically for the study of ADM, the research team notes that they may be adapted for use in other contexts.
