E
Erin Ottmar
Researcher at Worcester Polytechnic Institute
Publications - 48
Citations - 559
Erin Ottmar is an academic researcher from Worcester Polytechnic Institute. The author has contributed to research in topics: Computer science & Computational thinking. The author has an hindex of 12, co-authored 32 publications receiving 362 citations. Previous affiliations of Erin Ottmar include Indiana University & University of Richmond.
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Journal ArticleDOI
The Future of Embodied Design for Mathematics Teaching and Learning
Dor Abrahamson,Mitchell J. Nathan,Caro Williams-Pierce,Candace Walkington,Erin Ottmar,Hortensia Soto,Martha W. Alibali +6 more
TL;DR: The authors survey a set of empirically validated frameworks and principles for enhancing mathematics teaching and learning as dialogic multimodal activity, and synthetize the set of principles for educational practice.
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Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach:
TL;DR: The importance of building social and emotional capacity in teachers by helping create a supportive classroom that helps teachers provide stronger mathematics teaching practices that lead to improved student learning is demonstrated.
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Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability
TL;DR: The Mathematics Scan (M-Scan) as mentioned in this paper is a measure of standards-based mathematics teaching practices, and its validity and score reliability is examined by using the framework of generalizability theory.
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Concreteness Fading of Algebraic Instruction: Effects on Learning
Erin Ottmar,David Landy +1 more
TL;DR: It is hypothesize that perceptual support may be maximally beneficial as an initial scaffold to learning so that later static symbol use may be interpreted using a dynamic perspective.
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Adapting Perception, Action, and Technology for Mathematical Reasoning:
Robert L. Goldstone,Robert L. Goldstone,Tyler Marghetis,Erik Weitnauer,Erin Ottmar,David Landy +5 more
TL;DR: Evidence is described that a major component of proficiency at algebraic reasoning is Rigged Up Perception-Action Systems (RUPAS), via which originally demanding, strategically controlled cognitive tasks are converted into learned, automatically executed perception and action routines.