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Bridging Research and Practice: Findings From the National Center on Cognition and Mathematics Instruction
Fri, April 8, 2:15 to 3:45pm, Convention Center, Floor: Level One, Room 101Session Type: Structured Poster Session
Abstract
The Institute of Education Science’s (IES) National Center on Cognition and Mathematics Instruction aims to (1) apply research-based cognitive principles to revise an existing middle school mathematics curriculum and (2) to evaluate the effectiveness of the revised materials. This structured poster session will share findings from both the large-scale, nationwide study as well as findings from supplementary studies that seek to understand how to translate basic research on cognition into principled instructional design strategies. The posters discuss findings that refine existing theories of cognition and offer practical suggestions to improve overall student outcomes and meet the needs of individual learners.
Sub Unit
Chair
Papers
Measuring the Efficacy of Research-Based Revisions to Middle School Mathematics Curricula - Jodi Davenport, WestEd; Yvonne Kao, WestEd; Bryan Matlen, WestEd; Perman Gochyyev, University of California - Berkeley; Steven Arnold Schneider, WestEd
Mapping Skills and Knowledge in the Connected Mathematics Project 2 Curriculum - Deena Soffer Goldstein, University of Illinois at Chicago; Cristina Heffernan, Worcester Polytechnic Institute; Neil T. Heffernan, Worcester Polytechnic Institute; James W. Pellegrino, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Timothy Matthew Stoelinga, University of Illinois at Chicago
Improving Mathematical Learning Outcomes Through Applying Principles of Spaced Practice and Assessment With Feedback - Deena Soffer Goldstein, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Timothy Matthew Stoelinga, University of Illinois at Chicago; Neil T. Heffernan, Worcester Polytechnic Institute; Cristina Heffernan, Worcester Polytechnic Institute
Evaluating the Differences in Students' Performance and Retention for Mathematics Skills Given Various Forms of Feedback - Timothy Matthew Stoelinga, University of Illinois at Chicago; Deena Soffer Goldstein, University of Illinois at Chicago; Cristina Heffernan, Worcester Polytechnic Institute; James W. Pellegrino, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Neil T. Heffernan, Worcester Polytechnic Institute
Improving Student Learning in Math Through Web-Based Homework Review - Kim Kelly; Neil T. Heffernan, Worcester Polytechnic Institute; Cristina Heffernan, Worcester Polytechnic Institute; Susan R. Goldman, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Deena Soffer Goldstein, University of Illinois at Chicago
Strategically Determining Type of Example Presented to Student Based on Target Algebraic Misconception - Kelly McGinn, Temple University; Christina Barbieri, University of Delaware; Julie L. Booth, Temple University
The Relationship Between Fraction Magnitude Knowledge and Pre-Algebra Learning - Christina Barbieri, University of Delaware; Julie L. Booth, Temple University
Errors as Predictors of Algebra Learning - Christina Barbieri, University of Delaware; Kelly McGinn, Temple University; Julie L. Booth, Temple University
Cognitive Principles for Effective Uses of Visual Information Improve Mathematics Learning by Encouraging Deeper Processing - Joseph E Michaelis, University of Wisconsin - Madison; Virginia E. Clinton, University of North Dakota; Jennifer L. Cooper, University of Wisconsin - Madison; Mitchell J. Nathan, University of Wisconsin - Madison; Martha W. Alibali, University of Wisconsin - Madison