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Vincent Aleven; Jori Blankestijn; LuEttaMae Lawrence; Tomohiro Nagashima; Niels Taatgen – Grantee Submission, 2022
Past research has yielded ample knowledge regarding the design of analytics-based tools for teachers and has found beneficial effects of several tools on teaching and learning. Yet there is relatively little knowledge regarding the design of tools that support teachers when a class of students uses AI-based tutoring software for self-paced…
Descriptors: Educational Technology, Artificial Intelligence, Problem Solving, Intelligent Tutoring Systems
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Gregory T. Boldt; Elizabeth J. Canavan; Rachael A. Cody; E. Jean Gubbins – Grantee Submission, 2023
Because creativity is an essential 21st century skill that must be developed in gifted and talented student populations, it is important for gifted and talented programs to nurture mathematical creativity. To shed light on this topic, this article explores three questions: What is mathematical creativity? How can we develop students' mathematical…
Descriptors: Academically Gifted, Gifted Education, Talent Development, Skill Development
Rau, Martina A.; Zahn, Miranda; Misback, Edward; Herder, Tiffany; Burstyn, Judith – Grantee Submission, 2021
Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevant information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students'…
Descriptors: Chemistry, College Science, Undergraduate Students, Problem Solving
Sarah R. Powell; Katherine A. Berry; Anasazi N. Acunto; Anna-Maria Fall; Greg Roberts – Grantee Submission, 2022
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Small Group Instruction, Intervention
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Candace, Walkington; Clinton, Virginia; Mingle, Leigh – Grantee Submission, 2016
This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative illustrations. In two studies taking place within an online curriculum for middle school…
Descriptors: Mathematics Instruction, Student Interests, Mathematics Curriculum, Individualized Instruction