Teaching and Learning using Interactive Ink Inscriptions in K-12

Lead Staff:
Andee Rubin
Project Staff:
Ada Ren


INK-12’s goal is to produce a research-based software design for pen-based wireless technology that can support elementary students’ math and science learning. It is an investigation of a technology that will facilitate both the creation and communication of inscriptions in math and science teaching and learning.

It is believed classroom interaction increases, through a wirelessly-connected network of tablet computers (among students, student and teacher, and whole classes) will result, and that student learning may ultimately improve, especially among lower-performing students. It is also believed for a range of students who are currently not performing as well as they could be this technology increases access to these topics.

A series of short software design cycles is accomplishing the goal by the results of classroom research on the previous iteration.  The project will choose a version to use in classrooms in longevity, to study students’ learning, after several cycles.

Research Activity

INK-12 project is investigating three educational technology questions:

  1. How can technology that allows students to draw and use representational tools support learning mathematics?
  2. How can technology that enables a teacher to view and share student work with her class support students’ learning?
  3. What role can machine “understanding,” of student work play in facilitating the teaching and learning of multiplication and division?

To answer these questions, the project has designed, implemented, and tested software tools for tablet­-based classroom interaction system called Classroom Learning Partner (CLP). Using CLP, in conjunction with curricula such as TERC’s Investigations in Number, Data, and Space; and with Houghton Mifflin Harcourt’s Math in Focus: Singapore Math, students create representations of mathematical objects and operations. CLP uses automatic analysis routines to interpret the representations, and students and teacher share the student work. CLP supports a create, interpret, and a shared model of interaction.