Philip Vahey

Next generation preschool math demo: tablet games for preschool classrooms

This paper describes the Next Generation Preschool Math project, a

CILT2000: Ubiquitous Computing--Spanning the Digital Divide.

3 million, four-year research and development initiative funded by the National Science Foundation. Over the past year and a half we have developed and tested more than 50 interactive prototypes to teach preschool math learning. We will discuss the eight apps that emerged from that work, as well as the prototypes. We will detail the iterative and collaborative production process that included researchers, developers, and teachers.

Problem-based Learning Across the Curriculum: Exploring the Efficacy of a Cross-curricular Application of Preparation for Future Learning

This paper discusses the role of ubiquitous and handheld computers in education. CILT contributions in this area are summarized, the Ubiquitous Computing sessions at the CILT2000 Conference are described, and future directions are highlighted. It is posited that handheld computers have the potential to reduce the digital divide, while also providing for a wide array of learning activities that can benefit all students.

Designing early childhood math games: a research-driven approach

The research reported in this paper explores the applicability and efficacy of a variant of problem-based learning, the Preparation for Future Learning (PFL) approach, to teaching and learning within the context of a cross-curricular, middle school data literacy unit called Thinking with Data (TWD). A quasi-experimental design was used to compare preto-post-test data literacy gains of seventh grade students participating in the TWD unit with other seventh graders in two middle schools in northeast Ohio. Results show statistically significant differences between the two groups. Taken together with participant comments, the findings suggest that the PFL approach can be effectively implemented across subject areas to support the development of data literacy.

The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process

This paper describes the iterative research and development process used by the Next Generation Preschool Math project, which integrates content analysis, logic model processes, and iterative design and research approaches. An innovative aspect of this process is the inclusion of an adapted version of evidence-centered design---an approach traditionally used to create assessments---to align the mathematical goals with the design of instructional materials as well as with the assessment.

Supporting Middle Grades Mathematics Teachers and Students: A Curricular Activity System Used in an Urban School District.

The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.

Early math with Gracie & Friends ™ demo: app-infused curriculum and teacher support for preschool

Abstract The exploration of proportional relationships is foundational to the mathematics studied in the middle grades and beyond. Research has shown that an early emphasis on procedures often leaves students with a shallow understanding of the important underlying mathematical concepts of proportional relationships. One approach that addresses the needs of both teachers and students when it comes to mathematics that middle grades students find challenging (e.g., ratios and proportions) is a unified curricular activity system (i.e., a system of curricular materials, technology, and teacher professional development). The mixed-method study presented in this article outlines a curricular activity system that was designed to underpin middle grades mathematics teachers’ implementation of a learning module addressing proportional relationships. The results of the study provide evidence that a curricular activity system in which teacher professional development is coherently aligned to technology-embedded curriculum impacts teachers’ ability to teach as well as students’ learning of proportional relationships.

Designing Geospatial Exploration Activities to Build Hydrology Understanding in Middle School Students

This paper describes the Early Math with Gracie & Friends™ preschool math curriculum based on the four-year, National Science Foundation-funded Next Generation Preschool Math project. Our team developed and published eight iPad apps, 38 hands-on activities, a digital Teachers Guide, and professional development modules to help preschool children learn foundational math concepts. Research showed significant learning gains in children who used the app-infused curriculum. Note: All materials and resources are available for free at first8studios.org.

System, method and computer program product for instant group learning feedback via image-based marking and aggregation

In the “Thinking with Data” unit, seventh-grade students used real-world data to learn core concepts and topics in four subjects. This chapter focuses on using geospatial maps in science. We designed activities that gave students map-based data relevant to the water cycle processes of evaporation, condensation, runoff, and infiltration. We wanted students to generate informal and causal explanations about the water cycle’s role in water distribution and salt pollution. In designing map activities, researchers applied the Preparation for Future Learning (PFL) framework in the use of layered and parallel data representations. Students used both everyday knowledge and scientific knowledge fragments in their investigations. While students actively engaged with the materials and increased their data literacy, opportunities for increased content knowledge were not fully exploited since the teacher did not link the students’ reasoning to water cycle concepts. We discuss implications for materials design in light of teacher professional development.