Fostering conceptual understanding and skill with an intelligent tutoring system for equation solving
- Collaborators: Vincent Aleven, Carnegie Mellon University
- This project will develop a new intelligent tutoring system for algebra equation solving that will foster learners’ acquisition of integrated conceptual and procedural knowledge. The new system will incorporate a range of conceptually-oriented activities, including self-explanations, visual representations, and “warm-up” to activate relevant prior knowledge.
- Funded by the National Science Foundation, 6/1/18 – 5/31/21
Cultivating Knowledge of Mathematical Equivalence
- Collaborators: Percival Matthews, University of Wisconsin; Ana Stephens, University of Wisconsin
- This project investigates the effectiveness of spaced, conceptually-based instruction for promoting understanding of mathematical equivalence and associated gains in algebraic thinking.
- Funded by the National Science Foundation, 9/1/18 – 8/31/21
The role of visual representations in children’s learning about biological variability
- Collaborators: Karl Rosengren, University of Wisconsin; Chuck Kalish, University of Wisconsin
- The broad aim of the current proposal is to investigate the role of visual representations in promoting (or interfering with) learning and transfer about biological variability. We will focus on two types of visual representations: lifecycle diagrams and genetic diagrams.
- Funded by the National Science Foundation, 9/1/18 – 8/31/21
Connecting Mathematical Ideas through Multimodal Instruction
- Collaborators: Mitchell Nathan, University of Wisconsin; Jee-Seon Kim, University of Wisconsin; Voicu Popescu, Purdue University; Nicoletta Adamo-Villani, Purdue University; Susan Wagner Cook, University of Iowa
- This project developed and tested an animated teacher avatar that gestures. Current studies are investigating the role of the teacher’s gestures in helping students attend to key features of problems and to links between representations.
- Funded by the Institute for Education Sciences, 6/1/13 – 12/31/18
Relations between Gesture, Action and Thinking
- Collaborators: Autumn Hostetter, Kalamazoo; Sotaro Kita, University of Birmingham (UK)
