The Experts below are selected from a list of 41715 Experts worldwide ranked by ideXlab platform

Eric Vasey - One of the best experts on this subject based on the ideXlab platform.

  • Making live theatre with multiple robots as actors bringing robots to rural schools to promote STEAM Education for underserved students
    2016 11th ACM IEEE International Conference on Human-Robot Interaction (HRI), 2016
    Co-Authors: Myounghoon Jeon, Maryram Fakhrhosseini, Jaclyn Barnes, Zackery Duford, Ruimin Zhang, Joseph Ryan, Eric Vasey
    Abstract:

    We have tried to promote STEM (Science, Technology, Engineering, and Math) Education for underserved students using interactive robots. As an advanced attempt to integrate art and design into STEM Education (i.e., STEAM), in the present paper we introduce our afterschool program in which elementary students create live theatre using multiple robots as actors. We hope to receive feedback and comments on our afterschool curriculum and case study, and thus, we can run better sessions at schools and make a standardized protocol regarding this robot actors approach.

Menno Van Der Schoot - One of the best experts on this subject based on the ideXlab platform.

  • word problem solving in contemporary Math Education a plea for reading comprehension skills training
    Frontiers in Psychology, 2016
    Co-Authors: Anton J H Boonen, Bjorn B De Koning, J Jolles, Menno Van Der Schoot
    Abstract:

    Successfully solving Mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized Mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Myounghoon Jeon - One of the best experts on this subject based on the ideXlab platform.

  • Making live theatre with multiple robots as actors bringing robots to rural schools to promote STEAM Education for underserved students
    2016 11th ACM IEEE International Conference on Human-Robot Interaction (HRI), 2016
    Co-Authors: Myounghoon Jeon, Maryram Fakhrhosseini, Jaclyn Barnes, Zackery Duford, Ruimin Zhang, Joseph Ryan, Eric Vasey
    Abstract:

    We have tried to promote STEM (Science, Technology, Engineering, and Math) Education for underserved students using interactive robots. As an advanced attempt to integrate art and design into STEM Education (i.e., STEAM), in the present paper we introduce our afterschool program in which elementary students create live theatre using multiple robots as actors. We hope to receive feedback and comments on our afterschool curriculum and case study, and thus, we can run better sessions at schools and make a standardized protocol regarding this robot actors approach.

T U Rongbao - One of the best experts on this subject based on the ideXlab platform.

  • norm of research in Math Education
    Journal on Mathematics Education, 2003
    Co-Authors: T U Rongbao
    Abstract:

    The essay suggested that the research of Math teaching was a process of bi-direction constructivism in which the rule of Math teaching was deduced from the general pedagogic theory and the special problems concerning with Math Education. For the Education of a subject, the principle in Math Education included teaching corresponding learning and teaching corresponding Math. The style of writing in Math Education research should avoid neo-eight-part essay. Not all the innovation was meaningful and the ways of research should be varied.

Faye L. Wachs - One of the best experts on this subject based on the ideXlab platform.

  • Stereotype Threat Among Girls: Differences by Gender Identity and Math Education Context
    Psychology of Women Quarterly, 2017
    Co-Authors: Bettina J. Casad, Patricia Hale, Faye L. Wachs
    Abstract:

    Effects of stereotype threat on Math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in Math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors Math classes and examined gender identity as a moderator. Students (N = 498) completed pre- and post-questionnaires and a Math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on Math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by Math Education context (honors Math and standard Math classes). Gender identity was protective for girls in honors Math for attitudes, discounting, and disengagement but was a risk factor for Math performance. Gender identity was a ri...

  • parent child Math anxiety and Math gender stereotypes predict adolescents Math Education outcomes
    Frontiers in Psychology, 2015
    Co-Authors: Bettina J. Casad, Patricia Hale, Faye L. Wachs
    Abstract:

    Two studies examined social determinants of adolescents' Math anxiety including parents' own Math anxiety and children's endorsement of Math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child Math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's Math anxiety interacts with daughters' and sons' anxiety to predict Math self-efficacy, GPA, behavioral intentions, Math attitudes, and Math devaluing. Parents with lower Math anxiety showed a positive relationship to children's Math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of Math-gender stereotypes predicts Math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, Math anxiety fully mediated the relationship between gender stereotypes and Math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' Math anxiety in the effects of children's Math anxiety and Math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' Math anxiety and dispelling gender stereotypes in Math classrooms.