id int64 1 490 | player_reason stringclasses 106
values | recommendation_tag stringclasses 7
values |
|---|---|---|
310 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
458 | Sometimes I learned that struggling means I’m still improving. | Reframe Struggle and Capability |
176 | Using the hint button helped me finally understand it. | Encourage Help-Seeking |
109 | Tracking my score felt like managing money. | Make Math Relevant |
224 | Struggling at first didn’t mean I couldn’t learn it. | Reframe Struggle and Capability |
438 | Watching the example allowed me to get unstuck. | Encourage Help-Seeking |
423 | Watching the example allowed me to get unstuck. | Encourage Help-Seeking |
92 | I got stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
333 | In the game I started to feel nervous when the problems became harder. | Acknowledge Emotions in Math Learning |
67 | I had a rough day and it was hard to concentrate. | Acknowledge Real-World Context |
437 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
419 | At one point I saw that failing allowed me to understand the pattern. | Affirm the Value of Mistakes |
291 | My home was noisy so In the game I couldn’t fully focus on the game. | Acknowledge Real-World Context |
143 | I figured out what to fix after making an error. | Affirm the Value of Mistakes |
146 | My mistake showed me a better way to solve the question. | Affirm the Value of Mistakes |
467 | Struggling at first didn’t mean Sometimes I couldn’t learn it. | Reframe Struggle and Capability |
371 | Tracking my score started to feel like managing money. | Make Math Relevant |
122 | Tracking my score felt like managing money. | Make Math Relevant |
157 | I saw that failing helped me understand the pattern. | Affirm the Value of Mistakes |
81 | I was frustrated after missing a few questions in a row. | Acknowledge Emotions in Math Learning |
148 | Getting it wrong helped me realize what I missed. | Affirm the Value of Mistakes |
345 | In the game I became anxious when In the game I saw the timer counting down. | Acknowledge Emotions in Math Learning |
116 | The questions felt like situations I might face outside school. | Make Math Relevant |
333 | In the game I started to feel nervous when the problems became harder. | Acknowledge Emotions in Math Learning |
255 | At one point I worked out the last part without any help and started to feel proud. | Elevate Student Agency |
49 | My home was noisy so I couldn’t fully focus on the game. | Acknowledge Real-World Context |
348 | Even though At one point I started to feel overwhelmed, At one point I kept trying. | Acknowledge Emotions in Math Learning |
342 | At one point I started to feel nervous when the problems became harder. | Acknowledge Emotions in Math Learning |
375 | The part about percentages reminded me of shopping for sales. | Make Math Relevant |
462 | Even though At one point I kept missing problems, At one point I didn’t quit. | Reframe Struggle and Capability |
400 | Getting it incorrect allowed me to realize what At one point I missed. | Affirm the Value of Mistakes |
390 | Messing up allowed me to focus more the next time. | Affirm the Value of Mistakes |
280 | Sometimes I trusted myself during the hardest round and it worked. | Elevate Student Agency |
419 | At one point I saw that failing allowed me to understand the pattern. | Affirm the Value of Mistakes |
135 | Tracking my score felt like managing money. | Make Math Relevant |
383 | It started to feel like real life when At one point I had to use a budget in the game. | Make Math Relevant |
22 | Solving that puzzle using my own method gave me confidence. | Elevate Student Agency |
157 | I saw that failing helped me understand the pattern. | Affirm the Value of Mistakes |
453 | Watching the example allowed me to get unstuck. | Encourage Help-Seeking |
16 | I trusted myself during the hardest round and it worked. | Elevate Student Agency |
77 | I started to feel nervous when the questions got harder. | Acknowledge Emotions in Math Learning |
175 | I saw that failing helped me understand the pattern. | Affirm the Value of Mistakes |
424 | Sometimes I asked for help and it made everything much easier. | Encourage Help-Seeking |
317 | Even though Sometimes I started to feel overwhelmed, Sometimes I kept trying. | Acknowledge Emotions in Math Learning |
50 | My home was noisy so I couldn’t fully focus on the game. | Acknowledge Real-World Context |
111 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
182 | I asked for help and it made everything much easier. | Encourage Help-Seeking |
102 | I got stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
275 | At one point I trusted myself during the hardest round and it worked. | Elevate Student Agency |
396 | Messing up allowed me to focus more the next time. | Affirm the Value of Mistakes |
464 | At one point I learned that struggling means I’m still improving. | Reframe Struggle and Capability |
465 | Struggling at first didn’t mean Sometimes I couldn’t learn it. | Reframe Struggle and Capability |
117 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
84 | I started to feel nervous when the questions got harder. | Acknowledge Emotions in Math Learning |
486 | Sometimes I had a hard time but still made progress. | Reframe Struggle and Capability |
103 | Even though I felt overwhelmed, I kept trying. | Acknowledge Emotions in Math Learning |
379 | The problems started to feel like situations At one point I might face outside school. | Make Math Relevant |
476 | Struggling at first didn’t mean At one point I couldn’t learn it. | Reframe Struggle and Capability |
93 | Even though I felt overwhelmed, I kept trying. | Acknowledge Emotions in Math Learning |
440 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
186 | I asked for help and it made everything much easier. | Encourage Help-Seeking |
283 | My home was noisy so In the game I couldn’t fully focus on the game. | Acknowledge Real-World Context |
485 | That round was tough but Sometimes I pushed through. | Reframe Struggle and Capability |
378 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
186 | I asked for help and it made everything much easier. | Encourage Help-Seeking |
24 | I trusted myself during the hardest round and it worked. | Elevate Student Agency |
100 | I got anxious when I saw the timer counting down. | Acknowledge Emotions in Math Learning |
486 | Sometimes I had a hard time but still made progress. | Reframe Struggle and Capability |
371 | Tracking my score started to feel like managing money. | Make Math Relevant |
213 | I learned that struggling means I’m still improving. | Reframe Struggle and Capability |
232 | I had a hard time but still made progress. | Reframe Struggle and Capability |
347 | In the game I became stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
427 | In the game I asked for help and it made everything much easier. | Encourage Help-Seeking |
345 | In the game I became anxious when In the game I saw the timer counting down. | Acknowledge Emotions in Math Learning |
48 | I had a rough day and it was hard to concentrate. | Acknowledge Real-World Context |
330 | Sometimes I started to feel nervous when the problems became harder. | Acknowledge Emotions in Math Learning |
476 | Struggling at first didn’t mean At one point I couldn’t learn it. | Reframe Struggle and Capability |
14 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
352 | The problems started to feel like situations Sometimes I might face outside school. | Make Math Relevant |
340 | At one point I became stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
454 | Watching the example allowed me to get unstuck. | Encourage Help-Seeking |
156 | Messing up helped me focus more the next time. | Affirm the Value of Mistakes |
56 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
280 | Sometimes I trusted myself during the hardest round and it worked. | Elevate Student Agency |
245 | I had a hard time but still made progress. | Reframe Struggle and Capability |
132 | The part about percentages reminded me of shopping for sales. | Make Math Relevant |
87 | I was frustrated after missing a few questions in a row. | Acknowledge Emotions in Math Learning |
15 | I trusted myself during the hardest round and it worked. | Elevate Student Agency |
51 | I was tired after school and it made it hard to think clearly. | Acknowledge Real-World Context |
187 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
127 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
23 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
403 | Sometimes I worked out what to fix after making an error. | Affirm the Value of Mistakes |
165 | Messing up helped me focus more the next time. | Affirm the Value of Mistakes |
432 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
338 | Even though Sometimes I started to feel overwhelmed, Sometimes I kept trying. | Acknowledge Emotions in Math Learning |
427 | In the game I asked for help and it made everything much easier. | Encourage Help-Seeking |
214 | I had a hard time but still made progress. | Reframe Struggle and Capability |
361 | The problems started to feel like situations At one point I might face outside school. | Make Math Relevant |
249 | In the game I worked out the last part without any help and started to feel proud. | Elevate Student Agency |
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