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Marcia C. Linn is a professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. Since 1970 she has made contributions to the understanding of how computers and technology can be used to support learning and teaching in mathematics and science.
Amy Burns Ellis is a Full Professor in the Department of Mathematics and Science Education at the University of Georgia. She was formerly an associate professor in mathematics education in the Department of Curriculum & Instruction at the University of Wisconsin–Madison.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.
James W. Stigler is an American psychologist, researcher, entrepreneur and author. He is Distinguished Professor in the Department of Psychology at University of California, Los Angeles and a Fellow of the Precision Institute at National University, San Diego.
Katherine A. Rawson is an American cognitive psychologist known for her educational research on how to optimize learning, promote effective study strategies, and enhance metacognition. She is Professor in the Department of Psychological Sciences at Kent State University. She is co-editor of The Cambridge Handbook of Cognition and Education, which surveys research on teaching and study strategies that increase learning.
References
- ↑ Walkington, C. (2013). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932-945.
- ↑ Walkington, C., Clinton, V., & Shivraj, P. (2018). How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Math Word Problems. American Educational Research Journal, 55(2), 362-414. DOI: 10.3102/0002831217737028
- ↑ Pier, E. L., Walkington, C., Clinton, V. E., Boncoddo, R., Williams-Pierce, C., Alibali, M.A., & Nathan, M. J. (2019). Embodied Truths: How Dynamic Gesture and Transformational Speech Contribute to Mathematical Proof Practices. Contemporary Educational Psychology, 58, 44-57.
- ↑ Nathan, M. & Walkington, C. (2017). Grounded and Embodied Mathematical Cognition: Promoting Mathematical Insight and Proof Using Action and Language. Cognitive Research: Principles and Implications, 2(1), 9. DOI: 10.1186/s41235-016-0040-5
- ↑ "Search Funded Research Grants and Contracts - Details".
- ↑ "NSF Award Search: Award # 1759195 - Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce".
- ↑ "NSF Award Search: Award # 1950246 - A Community-focused Pathway for Mathematics Teacher Preparation".
- ↑ The awards announced in 2019 were for the years of 2015 - 2017.