Digital Pencil Usage and Mathematics Performance Among Students with Learning Disabilities and Their General Education Peers

Abstract

This investigation explores the relationship between the use of digital pencil and mathematical problem-solving accuracy among 1,530 students with learning disabilities (LD) and 25,400 general education (GE) peers from the 2017 digital National Assessment of Educational Progress mathematics assessment. The term “digital pencil” in this context refers to NAEP’s “embedded pencil,” a scratchwork tool within the digital assessment interface that allows students to draw or annotate on the screen using either a stylus or their finger. Findings reveal that students with LD utilized digital pencils less frequently than their GE peers, particularly on more complex items. However, digital pencil use was associated with a 20% increase in the likelihood of GE students accurately solving difficult problems and a 26% increase in accuracy for students with LD solving simpler problems. The study highlights the educational implications of incorporating digital tools like the digital pencil in learning and assessment environments, emphasizing the need for tailored instructional strategies to support diverse learners.