Connecting Mathematical Ideas through Multimodal Instruction
Collaborators: Mitchell Nathan & Jee-Seon Kim, U. of Wisconsin; Voicu Popescu & Nicoletta Adamo-Villani, Purdue University; Susan Wagner Cook, U. of Iowa
This project will examine aspects of a teacher’s behavior that affect mathematical learning using GALE (Gesturing Avatar for Learning and Education).
- Funded by the Institute for Education Sciences, 6/1/13 – 5/31/17
National Center for Cognition and Math Instruction
- Collaborators: Mitchell Nathan, U. of Wisconsin; Jim Pellegrino & Susan Goldman, U. of Illinois at Chicago; Ken Koedinger, Carnegie Mellon; Julie Booth, Temple; Neil Heffernan & Cristina Heffernan, Worcester Polytechnic Institute
- This project will redesign an existing math curriculum based on cognitive principles and test the new curriculum in a randomized controlled trial. Our focus at UW is on integration of visual and verbal representations.
- Funded by the Institute for Education Sciences, 7/1/10 – 6/30/15
Promoting Discriminative and Generative Learning
- Collaborators: Chuck Kalish & Tim Rogers, U. of Wisconsin
- This project explores the utility of principles of discriminative and generative learning in categorization and elementary math learning.
Relations between Gesture, Action and Thinking
- Collaborators: Autumn Hostetter, Kalamazoo; Sotaro Kita, University of Birmingham (UK)
- This line of work examines ties between action, gesture, and thinking. Current studies investigate (1) ties between gesture, action, and problem solving, and (2) how actions on manipulatives influence students’ mathematics learning and their gesture production.