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Puddle Play!

Deanna Pecaski McLennan

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An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra

Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.

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Playing Mathematical Instruments: Emerging Perceptuomotor Integration With an Interactive Mathematics Exhibit

Ricardo Nemirovsky, Molly L. Kelton, and Bohdan Rhodehamel

Research in experimental and developmental psychology, cognitive science, and neuroscience suggests that tool fluency depends on the merging of perceptual and motor aspects of its use, an achievement we call perceptuomotor integration. We investigate the development of perceptuomotor integration and its role in mathematical thinking and learning. Just as expertise in playing a piano relies on the interanimation of finger movements and perceived sounds, we argue that mathematical expertise involves the systematic interpenetration of perceptual and motor aspects of playing mathematical instruments. Through 2 microethnographic case studies of visitors who engaged with an interactive mathematics exhibit in a science museum, we explore the real-time emergence of perceptuomotor integration and the ways in which it supports mathematical imagination.

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Assessment Can Support Reasoning & Sense Making

Christine Suurtam

Teachers can use data from a research project to enhance their classroom assessment practices.