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Download full textDouglas Gagnon; Ela Joshi; Nicole Arshan; Eliese Rulifson; Elise Levin-Güracar; Tejaswini Tiruke – Grantee Submission, 2023
The Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT) program relies on teacher professional development, specialized curriculum and materials, and STEM industry mentors to provide grades 4-7 students with project-based experiences implemented across three learning modules. This technical report presents…
Descriptors: Mathematics Education, Computer Peripherals, Printing, Computation
Douglas Gagnon; Ela Joshi; Nicole Arshan; Eliese Rulifson; Elise Levin-Güracar; Tejaswini Tiruke – SRI Education, a Division of SRI International, 2023
The Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT) program combines teacher professional development, specialized curriculum and materials and STEM industry mentors to provide grade 4-7 students with project-based experiences implemented across three learning modules. This technical report presents…
Descriptors: Mathematics Education, Computer Peripherals, Printing, Computation
Peer reviewedRochat, Philippe; Hespos, Susan J. – Cognitive Development, 1996
Examines the ability of infants to track and anticipate the final orientation of an object. Subjects were infants ranging from an average of four months to eight months old. Three experiments, with the last one as control, were carried out. Concludes that infants show some rudimentary mental rotation from four months of age. (MOK)
Descriptors: Basic Skills, Cognitive Ability, Cognitive Development, Infants
Lockavitch, Joseph F., Jr. – 1978
The relationship of lateral awareness and directionality with intellectual ability, academic achievement, and age was investigated with 288 first through third grade elementary school children. With the exception of first graders, Ss were administered three tests: the Lockavitch Test for Lateral Awareness and Directionality (LTLAD), the Short Form…
Descriptors: Academic Achievement, Age Differences, Cognitive Processes, Elementary Education
Direct linkShavalier, Maria – Journal of Educational Computing Research, 2004
This study investigated whether the software Virtus WalkThrough Pro could be used to enhance middle school children's spatial ability as measured by the Paper Folding, Mental Rotations, and Eliot-Price Tests. The study also investigated whether the use of this software impacted males differently than females, or users with high spatial ability…
Descriptors: Statistical Analysis, Experimental Groups, Gender Differences, Computer Software
Melear, Claudia T. – 1990
Learning style is a composite of those elements that serve as a relatively stable indicator of how a learner perceives, interacts with, and responds to the learning environment. This paper presents quantitative data related to learning styles and qualitative data related to learning environments which could suggest changes in biology courses and…
Descriptors: Biology, Cognitive Development, Cognitive Style, College Science
Peer reviewedFoorman, Barbara R.; And Others – Journal of Cross-Cultural Psychology, 1989
Examines Japanese and American children's styles of processing computerized geometric matrices. Hypothesizes cultural differences for response latencies. Finds no difference in accuracy between the two groups but significant differences in response times for second- and fifth-graders. (MW)
Descriptors: Analysis of Variance, Cognitive Processes, Cognitive Style, Computer Graphics
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
