The power of feedback.

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The Secret of Our Success.

There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.

Ending the Reading Wars: Reading Acquisition From Novice to Expert (vol 19, pg 5, 2018)

Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

Preface to the Paperback EditionForewordIntroductionIGeneral Views and Inquiries1IIDiscussions on Unconsciousness21IIIThe Unconscious and Discovery29IVThe Preparation Stage. Logic and Chance43VThe Later Conscious Work56VIDiscovery as a Synthesis. The Help of Signs64VIIDifferent Kinds of Mathematical Minds100VIIIParadoxical Cases of Intuition116IXThe General Direction of Research124Final Remarks133App. I137App. II142

The Psychology of Invention in the Mathematical Field

Publisher Summary This chapter deals with a computational model of conscious and conscious strategy discovery and advocates a triangulation strategy for attaining a better understanding of change mechanisms. This triangulation strategy involves going back and forth among traditional studies of age-related change, microgenetic studies of children's gleaming, and computer simulations that generate the changes documented in the other two approaches. The chapter describes a new computational model of conscious and unconscious strategy discovery. Apart from being a crucial component of one of the examples of the triangulation strategy, this simulation significantly extends previous models of strategy choice and discovery. A large majority of studies of cognitive development have been devoted to describe age-related changes. The studies of age-related change have succeeded in providing excellent descriptions of many aspects of cognitive growth. Each of these three approaches—descriptions of age-related change, descriptions of learning, and formal modeling—provides unique information critical to a well-grounded account of developmental change.

A computational model of conscious and unconscious strategy discovery.

A total of 236 seventh grade students who had never been taught algebraic equations before, attending 10 Chilean schools of varying socio-economic status, were randomly divided into two groups at each school. The students in one group watched a 15-minute video teaching them how to solve five different first-degree linear equations using a traditional symbolic strategy, while in the other group, the students watched a 15-minute video teaching them how to solve the same equations using four analogies for solving an equation: a two-pan balance for the equals sign, a box for a variable, candies for numbers, and guessing the number of candies inside a box. The students were then tested on 12 equation solving problems, all of them written, using only symbolic notation. The group that watched the analogies video performed significantly better. Students with a below-average mathematics GPA who watched the analogies video did as well as students with an above-average GPA who watched the symbolic strategy video. St...

The effect of analogies on learning to solve algebraic equations

Gamification, or the introduction of game elements to non-game contexts, has the potential to improve learning by increasing student motivation. However, there is little rigorous evidence about its effectiveness. In this paper, we experimentally evaluate an innovative technology program that uses gamification to increase math learning in low-performing primary schools in Chile. The ConectaIdeas program involves two weekly sessions in a computer lab during which students use an online platform to solve math exercises. The platform tracks how many exercises students perform and features different types of individual and group competitions to promote student motivation. Results indicate large positive effects on math learning of about 0.27 standard deviations on the Chilean national standardized exam (no effects were found on language). The program also affected several non-academic outcomes in both positive and negative ways. On the one hand, it increased students' preference to use technology for math learning and promoted the idea among students that study effort can raise intelligence. On the other hand, the program increased math anxiety and reduced students' preferences to collaborate in teams. These results suggest that gamification could be an important tool to boost student learning, but that it may bring unintended consequences.

/pdf/does-gamification-in-education-work-experimental-evidence-3kydtn3g5k.pdf

Does gamification in education work? Experimental evidence from Chile.

One important challenge in mathematics education is teaching modeling skills. We analyze the logs from a game-based learning system used in a massively multiplayer online tournament. Students had to detect an input---output pattern across 20 rounds. For each round, they received an input and had 2 minutes to predict the output by selecting a binary option (2 points if correct, ?1 otherwise), or writing a model (4 points if model prediction was correct, ?4 otherwise), or refraining (1 point). Thousands of 3rd to 10th grade students from hundreds of schools simultaneously played together on the web. We identified different types of players using cluster analysis. From 5th grade onwards, we found a cluster of students that wrote models with correct predictions. Half of the 7th to 10th grade students that detected patterns were able to express them with models. The analysis also shows diffusion within the teams of modeling strategies for simple patterns.

Teaching modeling skills using a massively multiplayer online mathematics game

Teacher practice is normally assessed by observers who watch classes or videos of classes. Here, we analyse an alternative strategy that uses text transcripts and a support vector machine classifier. For each one of the 710 videos of mathematics classes from the 2005 Chilean National Teacher Assessment Programme, a single 4-minute slice was selected randomly and manually transcribed. The texts were then rated by two mathematicians and two teachers on the basis of the presence/absence of eight categories of contents and 12 categories of teacher practices. Then for each rater and category a classifier was built using a support vector machine algorithm trained with his/her ratings on a subset of texts. The agreements between the classifiers and the corresponding raters computed for texts belonging to an independent subset were better than the agreements between the raters. Next, we trained classifiers by using ratings created by raters who watched the videos rather than analysing the transcripts. Again, the agreements between classifiers and the raters were satisfactory. Given that class assessment can be an extremely slow, error prone and tedious process, the proposed automatic classifier scheme could be a promising alternative for monitoring classes and building online performance support system of teacher practices. Practitioner Notes What is already known about this topic High importance of monitoring teacher practices in order to improve teaching., Monitoring is currently performed by trained raters, but it is an infrequent, tedious and laborious task, prone to biases and errors., What this paper adds A vector support machine algorithm to build automatic raters with high agreement with human experts., A systematic method to quantify contents actually covered and strategies used in class., Tool that can be implemented in order to give continuous and immediate feedback to the teacher., Implications for practice and/or policy Computer methods can be used to construct personal and confident auto-support performance support system for improving teacher practices, avoiding the natural fear for evaluation by third parties., Computerised methods can be strategic tools to help improve quality of teaching. [ABSTRACT FROM AUTHOR]

Roberto Araya

Papers

A computational model of conscious and unconscious strategy discovery.

The effect of analogies on learning to solve algebraic equations

Does gamification in education work? Experimental evidence from Chile.

Teaching modeling skills using a massively multiplayer online mathematics game

Estimation of teacher practices based on text transcripts of teacher speech using a support vector machine algorithm