Academic discourse on education during the early part of the pandemic.

As the global COVID-19 pandemic forced a sudden transition to emergency online education in early 2020, academic discourse quickly shifted to focus on the new situation and what could be learned from it. The present study gives an overview of the discourse on education during the pandemic in publications that appeared in the top-50 journals on the Clarivate Education list in the period April 2020-May 2021. Based on a final selection of 63 articles and 12 editorials, mostly on higher education, five main themes were identified: affect, teaching practice, teaching context, achievement and assessment, and equity.

Future themes of mathematics education research: an international survey before and during the pandemic.

Before the pandemic (2019), we asked: The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive).

Identifying Qualitative Between-Subject and Within-Subject Variability: A Method for Clustering Regime-Switching Dynamics.

Technological advancement provides an unprecedented amount of high-frequency data of human dynamic processes. In this paper, we introduce an approach for characterizing qualitative between and within-subject variability from quantitative changes in the multi-subject time-series data. We present the statistical model and examine the strengths and limitations of the approach in potential applications using Monte Carlo simulations.

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition.

Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes.

Making sense of movement in embodied design for mathematics learning.

Embodiment perspectives from the cognitive sciences offer a rethinking of the role of sensorimotor activity in human learning, knowing, and reasoning. Educational researchers have been evaluating whether and how these perspectives might inform the theory and practice of STEM instruction. Some of these researchers have created technological systems, where students solve sensorimotor interaction problems as cognitive entry into curricular content.