id
int64 1
490
| player_reason
stringclasses 106
values | recommendation_tag
stringclasses 7
values |
|---|---|---|
421
|
Using the hint button allowed me to finally understand it.
|
Encourage Help-Seeking
|
226
|
That round was tough but I pushed through.
|
Reframe Struggle and Capability
|
296
|
Sometimes I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
1
|
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
360
|
The problems started to feel like situations Sometimes I might face outside school.
|
Make Math Relevant
|
158
|
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
457
|
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
350
|
Sometimes I became anxious when Sometimes I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
42
|
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
382
|
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
377
|
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
161
|
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
470
|
At one point I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
269
|
In the game I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
233
|
Even though I kept missing questions, I didn’t quit.
|
Reframe Struggle and Capability
|
392
|
Sometimes I saw that failing allowed me to understand the pattern.
|
Affirm the Value of Mistakes
|
357
|
It started to feel like real life when Sometimes I had to use a budget in the game.
|
Make Math Relevant
|
245
|
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
490
|
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
287
|
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
277
|
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
202
|
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
300
|
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
253
|
Sometimes I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
247
|
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
461
|
Struggling at first didn’t mean At one point I couldn’t learn it.
|
Reframe Struggle and Capability
|
335
|
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
389
|
At one point I worked out what to fix after making an error.
|
Affirm the Value of Mistakes
|
444
|
Reviewing the tutorial showed me what At one point I was doing incorrect.
|
Encourage Help-Seeking
|
216
|
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
74
|
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
135
|
Tracking my score felt like managing money.
|
Make Math Relevant
|
163
|
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
444
|
Reviewing the tutorial showed me what At one point I was doing incorrect.
|
Encourage Help-Seeking
|
472
|
Even though At one point I kept missing problems, At one point I didn’t quit.
|
Reframe Struggle and Capability
|
85
|
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
288
|
In the game I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
102
|
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
227
|
Even though I kept missing questions, I didn’t quit.
|
Reframe Struggle and Capability
|
211
|
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
101
|
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
29
|
Solving that puzzle using my own method gave me confidence.
|
Elevate Student Agency
|
137
|
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
115
|
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
169
|
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
199
|
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
71
|
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
453
|
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
2
|
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
321
|
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
407
|
My error showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
426
|
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
270
|
Even though In the game I was behind, In the game I stayed calm and made good choices.
|
Elevate Student Agency
|
280
|
Sometimes I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
291
|
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
208
|
Watching the example helped me get unstuck.
|
Encourage Help-Seeking
|
261
|
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
37
|
I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
145
|
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
241
|
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
452
|
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
100
|
I got anxious when I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
45
|
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
300
|
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
100
|
I got anxious when I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
393
|
Getting it incorrect allowed me to realize what In the game I missed.
|
Affirm the Value of Mistakes
|
451
|
Reviewing the tutorial showed me what In the game I was doing incorrect.
|
Encourage Help-Seeking
|
112
|
It felt like real life when I had to use a budget in the game.
|
Make Math Relevant
|
174
|
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
165
|
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
290
|
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
490
|
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
139
|
Tracking my score felt like managing money.
|
Make Math Relevant
|
250
|
In the game I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
322
|
At one point I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
257
|
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
206
|
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
235
|
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
456
|
Sometimes I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
306
|
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
197
|
Watching the example helped me get unstuck.
|
Encourage Help-Seeking
|
467
|
Struggling at first didn’t mean Sometimes I couldn’t learn it.
|
Reframe Struggle and Capability
|
134
|
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
43
|
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
79
|
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
271
|
In the game I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
310
|
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
332
|
In the game I was frustrated after missing a few problems in a row.
|
Acknowledge Emotions in Math Learning
|
58
|
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
14
|
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
312
|
In the game I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
14
|
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
181
|
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
27
|
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
253
|
Sometimes I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
468
|
That round was tough but In the game I pushed through.
|
Reframe Struggle and Capability
|
373
|
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
122
|
Tracking my score felt like managing money.
|
Make Math Relevant
|
346
|
At one point I was frustrated after missing a few problems in a row.
|
Acknowledge Emotions in Math Learning
|
361
|
The problems started to feel like situations At one point I might face outside school.
|
Make Math Relevant
|
End of preview. Expand
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