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Abstract
This study aligns with the global trend of employing data-based decision-making (DBDM) to inform instructional planning in mathematics education. Over the past decades, the approach of utilizing data to inform teaching decisions and optimize learning materials has gained traction, particularly in mathematics instruction. This research explores how mathematics teachers make instructional decisions based on assessment data from an adaptive learning system (Adaptive: Fractions my way by Center for Educational Technology, 2025) for teaching fractions in the 4th and 5th grades. The study involved five experienced mathematics teachers, each with over 15 years of teaching experience and at least three years of experience using the adaptive system. Through interviews and non-participant observations, the study identified three innovative types of decision-making pathways: the partial direct pathway, which covers only some milestones; the full direct pathway, which follows all milestones sequentially; and the iterative pathway, which involves revisiting previous milestones for additional information. The iterative pathway demonstrated optimal data utilization, whereas the direct pathways showed more basic use of the data. This study offers valuable insights for policymakers in mathematics education and developers of digital learning environments, emphasizing the potential of adaptive systems to enhance teachers’ DBDM processes.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 11, November 2025, Article No: em2739
https://doi.org/10.29333/ejmste/17432
Publication date: 19 Nov 2025
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