Geometry - Revision history

Mbett: Reverted edits by Shelaybarra (Talk); changed back to last version by Aleven

2011-09-02T20:32:59Z

Reverted edits by Shelaybarra (Talk); changed back to last version by Aleven

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===Geometry LearnLab course description===
The Geometry LearnLab course is described [http://learnlab.org/learnlabs/geometry/ here].

===Algebra & Geometry LearnLab Course Committee===
The Math Course Committee meets monthly and is led by Albert Corbett (corbett@andrew.cmu.edu).

Teachers (and perhaps researchers) can find answers to questions on the [[FAQ for teachers]].

===Geometry Learnlab Studies===

*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]
*[[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)]]
**[[Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)]]
*[[Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)]]
*[[Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)]]
*[[Help_Lite (Aleven, Roll)|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]
*[[Does learning from worked-out examples improve tutored problem solving? | Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]
* [[The_Help_Tutor__Roll_Aleven_McLaren|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]
* [[Composition_Effect__Kao_Roll|What is difficult about composite problems? (Kao, Roll)]]
* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)
* [[Geometry Greatest Hits]] (Aleven, Baker, Butcher, & Salden)

These studies are also organized within research clusters that address common issues across a variety of academic content domains: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].

Aleven at 02:07, 14 May 2009

2009-05-14T02:07:10Z

← Older revision		Revision as of 02:07, 14 May 2009
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	* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]		* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]
	* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)		* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)
			* [[Geometry Greatest Hits]] (Aleven, Baker, Butcher, & Salden)

	These studies are also organized within research clusters that address common issues across a variety of academic content domains: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].		These studies are also organized within research clusters that address common issues across a variety of academic content domains: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].

Koedinger at 17:00, 25 May 2008

2008-05-25T17:00:57Z

← Older revision		Revision as of 17:00, 25 May 2008
Line 1:		Line 1:
			===Geometry LearnLab course description===
	The Geometry LearnLab course is described [http://learnlab.org/learnlabs/geometry/ here].		The Geometry LearnLab course is described [http://learnlab.org/learnlabs/geometry/ here].

	~~Numerous studies in the~~ Geometry LearnLab ~~course can be found in all three of the research clusters: [[Coordinative Learning]], [[Interactive Communication]],~~ and ~~[[Refinement and Fluency]]~~.		===Algebra & Geometry LearnLab Course Committee===
			The Math Course Committee meets monthly and is led by Albert Corbett (corbett@andrew.cmu.edu).

	~~'''~~Geometry Learnlab Studies~~:'''~~		Teachers (and perhaps researchers) can find answers to questions on the [[FAQ for teachers]].

			===Geometry Learnlab Studies===

	*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]		*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]
Line 15:		Line 19:
	* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]		* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]
	* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)		* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)

			These studies are also organized within research clusters that address common issues across a variety of academic content domains: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].

Julie-Booth at 21:41, 31 March 2008

2008-03-31T21:41:51Z

← Older revision		Revision as of 21:41, 31 March 2008
Line 14:		Line 14:
	* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]		* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]
	* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]		* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]
	* [[Using learning curves to optimize problem assignment (Cen & Koedinger)]]		* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)

Julie-Booth at 21:41, 31 March 2008

2008-03-31T21:41:26Z

← Older revision		Revision as of 21:41, 31 March 2008
Line 14:		Line 14:
	* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]		* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]
	* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]		* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]
	* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)		* [[Using learning curves to optimize problem assignment (Cen & Koedinger)]]

Julie-Booth at 21:41, 31 March 2008

2008-03-31T21:41:02Z

← Older revision		Revision as of 21:41, 31 March 2008
Line 12:		Line 12:
	*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]		*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]
	*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]		*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]
	* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]~~] [Also in Interactive Communication~~]		* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]]
	* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]		* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]
			* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)

Julie-Booth at 21:40, 31 March 2008

2008-03-31T21:40:18Z

← Older revision		Revision as of 21:40, 31 March 2008
Line 12:		Line 12:
	*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]		*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]
	*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]		*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]
			* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication]
			* [[Composition_Effect__Kao_Roll\|What is difficult about composite problems? (Kao, Roll)]]

Julie-Booth at 21:37, 31 March 2008

2008-03-31T21:37:35Z

← Older revision		Revision as of 21:37, 31 March 2008
Line 9:		Line 9:
	**[[Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)]]		**[[Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)]]
	*[[Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)]]		*[[Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)]]
			*[[Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)]]
	*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]		*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]
	*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]		*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]

Julie-Booth at 17:08, 25 March 2008

2008-03-25T17:08:54Z

← Older revision		Revision as of 17:08, 25 March 2008
Line 3:		Line 3:
	Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].		Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].

	''Geometry Learnlab Studies:''		'''Geometry Learnlab Studies:'''

	*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]		*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]

Julie-Booth at 17:08, 25 March 2008

2008-03-25T17:08:19Z

← Older revision		Revision as of 17:08, 25 March 2008
Line 3:		Line 3:
	Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].		Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: [[Coordinative Learning]], [[Interactive Communication]], and [[Refinement and Fluency]].

			''Geometry Learnlab Studies:''

	*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]		*[[Contiguous Representations for Robust Learning (Aleven & Butcher)]]
Line 9:		Line 9:
	**[[Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)]]		**[[Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)]]
	*[[Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)]]		*[[Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)]]
			*[[Help_Lite (Aleven, Roll)\|Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)]]
			*[[Does learning from worked-out examples improve tutored problem solving? \| Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)]]