Publication

Learning analytics in mathematics teaching – from discipline to hermeneutic practice

Hans-Stefan Siller, Alissa Fock, Norbert Noster, Jana Trgalova, Tomohiro Nagashima, Arnon Hershkovitz

Book chapter to be published in a new book series "Mathematics Education in the Digital Age," edited by European Society for Research in Mathematics Education · 2026

@inproceedings{siller2026learning,
  title     = {Learning analytics in mathematics teaching – from discipline to hermeneutic practice},
  author    = {Hans-Stefan Siller and Alissa Fock and Norbert Noster and Jana Trgalova and Tomohiro Nagashima and Arnon Hershkovitz},
  booktitle = {Book chapter to be published in a new book series "Mathematics Education in the Digital Age," edited by European Society for Research in Mathematics Education},
  year      = {2026},
}

Abstract

Learning analytics has become an important field for understanding and supporting learning in digital educational environments, including mathematics education. This chapter offers a conceptual overview of learning analytics in relation to research on mathematics learning and teaching. Its core thesis is that the specific contribution of mathematics education lies in treating learning analytics not simply as a technical method, but as a hermeneutic practice: data traces must be read in relation to mathematical content, learners' possible reasoning, didactic aims and professional judgement. We conceptualise data both as a didactic resource and as a form of “reduction” requiring interpretation by researchers, teachers and learners. Current research is discussed at three interconnected levels - micro, meso and macro - and illustrated through exemplary studies. On this basis, we identify future directions and open questions for a reflexive use of learning analytics in mathematics education