Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy

  • Robert Vanderburg Central Queensland University
Keywords: Mathematics instruction, higher education, adaptive learning environments, trendsetter


Presentation: https://doi.org/10.26188/25905274

The project "Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" seeks to extend the field of mathematics instruction by presenting research centred around using digitally enhanced individualised pedagogical strategies. At the heart of this research is the understanding that learners exhibit diverse needs, learning styles, and pace of understanding, particularly in mathematics. This project proposes a tailored approach to mathematics education, using digital tools to create a personalised learning environment for each student.


The primary objective of the presentation is to present projects that aim to provide each student with a customised learning pathway by integrating adaptive learning technologies with research-backed pedagogical methods. This pathway adjusts in real-time based on the learner's performance, ensuring that concepts are mastered before progressing. Such an approach accommodates individual learning speeds and addresses specific areas of difficulty, thereby enhancing overall mathematical proficiency. The platform used in the projects includes various interactive materials, such as simulations, games, and problem-solving tasks, designed to engage students and foster a deeper understanding of mathematical concepts.


Comprehensive studies were conducted involving students from diverse backgrounds and varying levels of mathematical ability. These studies used quantitative research methods to demonstrate that the pedagogy helped learners significantly improve their mathematical skills. The projects also explored the psychological aspects of learning mathematics, such as math anxiety and motivation, to understand how digitally individualised pedagogy can influence these factors. By addressing the emotional and cognitive dimensions of learning mathematics, the projects aspire to enhance mathematical skills, boost students' confidence, and ignite their interest in the subject, fostering a positive learning environment. In addition to direct educational outcomes, this research will contribute to the broader field of pedagogy and educational technology by providing insights into the design and implementation of adaptive learning systems. It will examine the challenges and opportunities presented by digital education tools, including issues of accessibility, teacher training, and the integration of technology into existing curricula. The findings of this research will have significant implications for educators, policymakers, and educational technology developers. By showcasing the potential of digitally individualised pedagogy to enhance mathematical proficiency, the project aims to stimulate the adoption of innovative teaching strategies that cater to each learner's unique needs. Ultimately, this research strives to empower students to reach their full potential in mathematics, laying a robust foundation for their future academic and professional success.


"Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" represents a forward-thinking approach to education, where technology and pedagogy converge to create a more inclusive, effective, and engaging learning environment.




Dr. Robert Vanderburg has a background is in methodological design, statistical analyses, psychological measurement development, and literacy. He has published research using cognitive and writing measures to run a structural equation modeling analysis which demonstrated a significant link between working memory and writing factors. One of his grants was a literacy program entitled The Claflin Saturday Academy. He developed all the measures used in the Saturday Academy Grant. While in the United States, he has received over 3 million dollars in research grants.


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How to Cite
Vanderburg, R. (2024). Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy. Pacific Journal of Technology Enhanced Learning, 6(1), 29. https://doi.org/10.24135/pjtel.v6i1.200
SoTEL Symposium 2024