The field of learning analytics (LA) is developing rapidly. However, previous empirical studies on LA were largely data-driven. Little attention has been paid to theory-driven LA studies. The present scoping review identified and summarized empirical theory-driven LA studies, aiming to reveal how theories were integrated into LA. The review…

In this paper, we present an analytical framework for attending to reflexivity in the context of conducting teaching experiments and rationalize its components by appealing to the constructivist foundations on which the methodology is based. To illustrate the importance and utility of this framework, we discuss our analysis of recent mathematics…

In this report we present the methodology used in a study that investigated the tacit-explicit dynamic in learning processes. We have analyzed an episode related to a discussion about the difference between plane figures and spatial figures promoted by the teacher in her mathematics classroom (the students are aged 11 to 12). The data analysis was…

Summarizes 19 papers presented at the Fourth International Conference on Teaching Statistics held in Morocco, July 1994. Papers presented were in five categories: (1) empirical studies on students' conceptions; (2) theoretical papers on teaching and learning; (3) assessment; (4) using computers in teaching probability and statistics; and (5) data…

Fifty-eight studies relating to the "knowledge gap" hypothesis (a theory that correlates public knowledge to educational level and mass media exposure) are examined in this report. In the opening sections, the theory is defined, and the early information diffusion studies and public opinion polls that led to its formulation in 1970 are…