Difference between revisions of "Geometry"
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| + | ===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]. | ||
| − | + | ===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)]] | *[[Contiguous Representations for Robust Learning (Aleven & Butcher)]] | ||
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**[[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)]] | ||
| + | * [[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]]. | ||
Latest revision as of 20:32, 2 September 2011
Geometry LearnLab course description
The Geometry LearnLab course is described 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)
- Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
- Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
- 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? (Renkl, Aleven & Salden)
- Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)
- 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.
