Ability to Taste 6‐ n ‐Propylthiouracil and BMI in Low‐income Preschool‐aged Children

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/93763/1/oby.2008.227.pd

Making math learning social and familial: The promise and problems of mobile devices

In order for families to engage in math play, we created several mobile applications that were designed to maintain fidelity with family practices while simultaneously providing opportunities for mathematical learning. We explain our reasons for developing apps that rely on social models of play, outline design principles that emerged from research with families, and share the successes and issues that arose in field tests. While the apps provided opportunities for rich math talk in the families, the mobile platform came into conflict with mobile users\u27 tendencies toward individual time with their devices. The results raise concerns about mobile affordances and uses as collaborative learning devices in families. © ISLS

Making math learning social and familial: The promise and problems of mobile devices

In order for families to engage in math play, we created several mobile applications that were designed to maintain fidelity with family practices while simultaneously providing opportunities for mathematical learning. We explain our reasons for developing apps that rely on social models of play, outline design principles that emerged from research with families, and share the successes and issues that arose in field tests. While the apps provided opportunities for rich math talk in the families, the mobile platform came into conflict with mobile users\u27 tendencies toward individual time with their devices. The results raise concerns about mobile affordances and uses as collaborative learning devices in families. © ISLS

How teachable agents influence students responses to critical constructive feedback

Does a teachable agent influence the uptake or neglect of critical constructive feedback and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students responses to feedback and mitigated feedback neglect; the results were especially strong for lower-achieving students. Additionally, presence of a teachable agent improved post-test performance for students overall, and this effect was mediated by lower feedback neglect

Mathematics at play

Based on interviews with 21 families, we found that school-aged children and their families engage in rich forms of mathematical reasoning as they engage in play and leisure activities at home. We present examples of the wide variety of activities and kinds of math reported, as well as an in-depth look at a few cases. From our results, we draw design implications for linking formal and informal mathematics learning. © ISLS

Mathematics at play

Based on interviews with 21 families, we found that school-aged children and their families engage in rich forms of mathematical reasoning as they engage in play and leisure activities at home. We present examples of the wide variety of activities and kinds of math reported, as well as an in-depth look at a few cases. From our results, we draw design implications for linking formal and informal mathematics learning. © ISLS

Math engaged problem solving in families

Research indicates that people engage in rich mathematical practices in everyday activities, yet little is known about school-aged children\u27s mathematics learning within the family context. This paper reports results of an interview study with 20 families to understand contexts and activities that engage mathematics in the family setting. The results indicate that problem solving is frequent activity, and that mathematics is engaged in accomplishing problem solutions in a range of contexts or situations. We describe features of math engaged problem solving and describe how it is value driven. We see multiple kinds of math and multiple people drawn into problem solving, and we identify socially distributed mathematical practices. These findings implicate the family as an under-recognized, yet rich source of math teaching and learning

Math engaged problem solving in families

Research indicates that people engage in rich mathematical practices in everyday activities, yet little is known about school-aged children\u27s mathematics learning within the family context. This paper reports results of an interview study with 20 families to understand contexts and activities that engage mathematics in the family setting. The results indicate that problem solving is frequent activity, and that mathematics is engaged in accomplishing problem solutions in a range of contexts or situations. We describe features of math engaged problem solving and describe how it is value driven. We see multiple kinds of math and multiple people drawn into problem solving, and we identify socially distributed mathematical practices. These findings implicate the family as an under-recognized, yet rich source of math teaching and learning

Go math! How research anchors new mobile learning environments

Abstract A reciprocal research and design process (RR&D