The research team of the Math Center has disseminated their findings through national and international conference presentations, journal articles, and book chapters.
2019
Davenport, J. L., Kao, Y. S., Matlen, B. J., & Schneider, S. A. (2019). Cognition Research in Practice: Engineering and Evaluating a Middle School Math Curriculum. The Journal of Experimental Education, 1-20.
2017
Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K.N., Chang, B., Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for Cognitive Science Principles that Impact Learning in Mathematics. In D. Geary, D. Berch, R. Ochsendorf & K. Koepke (Eds.) Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts. Academic Press.
Clinton, V., Cooper, J. L.,Michaelis, J. E., Alibali, M. W., & Nathan, M. J. (2017). How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking. In C. Was, F.J. Sansoti, & B.J. Morris, (Eds.) Eye-Tracking Technology Applications in Educational Research, (pp. 195-218). Hershey, PA: IGI Global.
Kao, Y., Davenport, J., Matlen, B., Thomas, L., & Schneider, S. (March, 2017). The Effectiveness of Cognitive Principles in Authentic Education Settings: Research to Practice. Paper presented at the SREE 2017 Meeting in Washington D.C.
Kao, Y., Davenport, J., Matlen, B., Thomas, L., & Schneider, S. (April, 2017). Bridging research and practice: Efficacy of a research-based redesign of a Grade 7 mathematics curriculum. Presentation at the AERA 2017 Annual Meeting in San Antonio, TX.
Ostrow, K.S., Heffernan, N.T., & Williams, J.J. (2017). Tomorrow’s EdTech Today: Establishing a Learning Platform as a Collaborative Research Tool for Sound Science. Teachers College Record, Volume 119 Number 3, 2017, p. 1-36.
Ostrow, K. S., Wang, Y., & Heffernan, N. T. (2017). How flexible is your data? A comparative analysis of scoring methodologies across learning platforms in the context of group differentiation. Journal of Learning Analytics, 4(2), 91-112.
2016
Booth, J.L., Begolli, K.N., & McCann, N. (2016). The effect of worked examples on student learning and error anticipation in algebra. Paper presented at the Psychology of Mathematics Education – North America Meeting, Tuscon, AZ, November 2016.
Clinton, V., Alibali, M., & Nathan, M. (2016). Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help?, The Journal of Experimental Education, 84(3) 579-599.
Clinton, V., Morsanyi, K., Alibali, M. W., & Nathan, M. J. (2016). Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help? Applied Cognitive Psychology, 30(3), 440-453.
Goldstein, D.S., Heffernan, C., Heffernan, N.T., Pellegrino, J.W., Goldman, S.R., & Stoelinga, T.M. (April 2016). Mapping skills and knowledge in the Connected Mathematics Project 2 Curriculum. Poster presented at Annual Meeting of the American Educational Research Association, Washington, DC.
Goldstein, D.S., Pellegrino, J.W., Goldman, S.R., Stoelinga, T.M., Heffernan, N.T., & Heffernan C. (April 2016). Improving mathematical learning outcomes through applying principles of spaced practice and assessment with feedback. Poster presented at Annual Meeting of the American Educational Research Association, Washington, DC.
Heffernan, N.T., Ostrow, K.S., Kelly, K., Selent, D., Van Inwegen, E.G., Xiong, X., & Williams, J.J. (2016). The Future of Adaptive Learning: Does the Crowd Hold the Key? International Journal of Artificial Intelligence in Education. Springer New York. Vol 26(2), 615-644.
Stoelinga, T.M., Goldstein, D.S., Heffernan, C., Pellegrino, J.W., Goldman, S.R., & Heffernan, N.T. (April, 2016). Evaluating the differences in students’ performance and retention for mathematics skills given various forms of feedback. Poster presented at Annual Meeting of the American Educational Research Association, Washington, DC.
Kelly, K. M., & Heffernan, N. T. (2016, April). Optimizing the Amount of Practice in an On-Line Platform. In Proceedings of the Third (2016) ACM Conference On Learning@ Scale (Pp. 145–148). ACM.
Kelly, K., Heffernan, N.T., Heffernan, C., Pellegrino, J.W., Goldman, S.R., & Goldstein, D.S. (April, 2016). Improving student learning in math through web-based homework review. Poster presented at Annual Meeting of the American Educational Research Association, Washington, DC.
Koedinger, K.R. and Mclaughlin, E.A. (2016). Closing the Loop with Quantitative Cognitive Task Analysis. In T. Barnes, M. Chi and M. Feng (Eds.), Proceedings of the 9th International Conference On Educational Data Mining (pp. 412–417). Raleigh, NC.
Lomas, J. D., Forlizzi, J., Poonwala, N., Patel, N., Shodhan, S., Patel, K., … and Brunskill, E. (2016, May). Interface Design Optimization as a Multi-Armed Bandit Problem. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (Pp. 4142–4153). ACM.
Math Center partners (2016, April). Bridging Research and Practice: Findings from the National Center on Cognition and Mathematics Instruction. Structured poster session presented at the AERA 2016 Annual meeting in Washington D.C.
Ostrow, K. S., Selent, D., Wang, Y., Van Inwegen, E. G., Heffernan, N. T., and Williams, J. J. (2016). The Assessment of Learning Infrastructure (ALI): The Theory, Practice, and Scalability of Automated Assessment. In Proceedings of the Sixth International Conference on Learning Analytics and Knowledge (pp. 279–288). ACM.
Walkington, C., Clinton, V., & Mingle, L. (2016). Considering cognitive factors in interest research: Context personalization and illustrations in math curricula. In Wood, M.B., Turner, E.E., Civil, M., & Eli, J.A. (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 89-98). Tuscon, AZ: The University of Arizona.
Wang, Y., Ostrow, K., Beck, J., and Heffernan, N. (2016, April). Enhancing the Efficiency and Reliability of Group Differentiation Through Partial Credit. In Proceedings of the Sixth International Conference on Learning Analytics and Knowledge (Pp. 454–458). ACM.
Wiese, E.S., Patel, R., & Koedinger, K.R. (2016, August) Why sense making through magnitude may be harder for fractions than for whole numbers. Proceedings of the 38th Annual Meeting of the Cognitive Science Society in Philadelphia, PA.
Wiese, E.S., Patel, R., & Koedinger, K.R. (2016, August) Investigating a magnitude representation in a brief intervention for fraction addition. Poster presented at the 38th Annual Meeting of the Cognitive Science Society in Philadelphia, PA.
2015
Adjei, S. A., Botelho, A. F., and Heffernan, N. T. (2016, April). Predicting Student Performance on Post-Requisite Skills Using Prerequisite Skill Data: An Alternative Method for Refining Prerequisite Skill Structures. In Proceedings of The Sixth International Conference on Learning Analytics and Knowledge (Pp. 469–473). ACM.
Booth, J. L., McGinn, K. M., Young, L. K., and Barbieri, C. (2015). Simple Practice Doesn’t Always Make Perfect Evidence From the Worked Example Effect. Policy Insights from the Behavioral and Brain Sciences, 2 (1), 24–32.
Carroll, C., & Gale, M. (2015, April). The Role of Cognitive Design Principles in Implementing Mathematical Practices to Support Student Learning. Workshop presented at the NCSM 47th Annual Conference in Boston, MA.
Clinton, V. E., Cooper, J. L. (2015, April). Teacher Viewpoints of Instructional Design Principles for Visuals in a Middle School Math Curriculum. Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Goldman, S.R., and Pellegrino, J.W. (2015). Research on Learning and Instruction: Implications for Curriculum, Instruction, and Assessment. Policy Insights from the Behavioral and Brain Sciences, Vol. 2 (1) 33–41.
Koedinger, K.R., Olsen, J.K., Patel, R., & Wiese, E. (2015). Transitivity is Not Obvious: Probing Prerequisites for Learning. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.) Proceedings of the 37th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
McGinn, K., Booth, J.L., & Barbieri, C. (2015, March). Reducing Algebraic Misconceptions and Errors Through the Use of Correct and Incorrect Worked-Examples. Poster presented at the biannual meeting of the Society for Research in Child Development, Philadelphia, PA.
McGinn, K.M., Lange, K.E., & Booth, J.L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.
Miller-Cotto, D. & Booth, J.L. (2015, March). Contiguity and Self-Explanations: Reducing Student Misconceptions About Algebra. Poster presented at the biannual meeting of the Society for Research in Child Development, Philadelphia, PA.
Nathan, M. J., Clinton, V. E., Cooper, J. L., & Alibali, M. W. (2015, April). Now you don’t: Visual attention for illustrations during mathematical lessons. In Symposium, Scaling Up Cognitive Learning Principles to Redesign a Mathematics Curriculum for Improved Learning. Paper presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Ostrow, K., Donnelly, C., Adjei, S., & Heffernan, N. (2015). Improving Student Modeling Through Partial Credit and Problem Difficulty. In Proceedings of the Second (2015) ACM Conference On Learning@ Scale (Pp. 11–20). ACM.
Ostrow, K., Donnelly, C., & Heffernan, N. (2015). Optimizing Partial Credit Algorithms to Predict Student Performance. Proceedings of the 8th International Conference on Educational Data Mining.
Ostrow, K., Heffernan, N., Heffernan, C., & Peterson, Z. (2015). Blocking vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework. In International Conference on Artificial Intelligence In Education (pp. 338–347). Springer International Publishing.
Pellegrino, J.W., Heffernan, N., Goldman, S., Soffer-Goldstein, D., Stoelinga, T., & Heffernan, C. (2015). Applying cognitive principles of “spacing” and “testing” in the context of a curriculum. Symposium presentation at the annual conference of the American Educational Research Association, Chicago, IL, April 16-20.
Pellegrino, J.W. (2015). The National Research and Development Center on Cognition and Mathematics Instruction: Cognitively-based redesign of the Connected Mathematics Program (CMP). Presentation at the UIC Office of Mathematics Education Research Colloquium, Chicago, IL, January 20, 2015.
Stepnowski, W. & Booth, J.L. (2015, March). How worked examples help middle school student learn geometry. Poster presented at the biannual meeting of the Society for Research in Child Development, Philadelphia, PA.
Van Inwegen, E., Adjei, S., Wang, Y., & Heffernan, N. (2015, March). An Analysis of the Impact of Action Order on Future Performance: The Fine-Grain Action Model. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 320–324). ACM.
Wiese, E. S., McLaughlin, E.A., Booth, J. & Koedinger, K.R. (April, 2015). Scaling up Cognitive Learning Principles to Redesign a Mathematics Curriculum for Improved Learning: When and How do Worked Examples Work? Use of Worked Examples in Textbook Homework Assignments. AERA 2015, Chicago.
Wiese, E.S., McLaughlin, E.A., Booth, J., & Koedinger, K.R. (2015, April). When and how do worked examples work? Use of worked examples in textbook homework assignments. Paper presented as part of the symposium Scaling Up Cognitive Learning Principles to Redesign A Mathematics Curriculum for Improved Learning at the 2015 Annual Meeting of the American Educational Research Association (AERA). Chicago, IL.
Wiese, E.S., & Koedinger, K.R. (2015, April). Grounded feedback in a fraction addition tutor. Paper presented as part of the symposium Multiple Representations and Multimedia: Student Learning and Instruction at the 2015 Annual Meeting of the American Educational Research Association (AERA). Chicago, IL.
Wiese, E.S., Patel, R., Olsen, J., & Koedinger, K.R. (2015) Transitivity is not Obvious: Probing Prerequisites for Learning. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, and P. P. Maglio, (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 2655–2660). Austin, TX: Cognitive Science Society.
2014
Alibali, M. W., Stephens, A. C., Brown, A. N., Kao, Y. S., & Nathan, M. J. (2014). Middle school students’ conceptual understanding of equations: Evidence from writing story problems. International Journal of Educational Psychology, 3(3), 235-264.
Bradley, W. & Booth, J.L. (2014, April). Worked out examples to improve student understanding of area and perimeter. Poster presented at the annual meeting of the American Education Research Association, Philadelphia, PA.
Davenport, J.L., Kao, Y, Hubbard, A, & Schneider, S.A. (2014). Testing cognitive science principles in a middle school mathematics curriculum [Abstract]. In Bello P., Guarini M., McShane M. & Scassellati B. (Eds.) Proceedings of the 36th Annual Conference of the Cognitive Science Society (p. 3212). Austin TX: Cognitive Science Society.
Gu, J., Cai, H., & Beck, J. E. (2014, June). Investigate Performance Of Expected Maximization on the Knowledge Tracing Model. In International Conference on Intelligent Tutoring Systems (Pp. 156–161). Springer International Publishing.
Hawkins, W. J., Heffernan, N. T., & Baker, R. S. (2014, June). Learning Bayesian Knowledge Tracing Parameters with a Knowledge Heuristic and Empirical Probabilities. In International Conference on Intelligent Tutoring Systems (pp. 150–155). Springer International Publishing.
Heffernan, N. & Heffernan, C. (2014). The ASSISTments Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching. International Journal of Artificial Intelligence in Education, 24 (4), 470-497.
Kelly, K., Heffernan, N., Heffernan, C., Goldman, S., Pellegrino, J.W., & Soffer-Goldstein, D. (2014). Improving student learning in math through web-based homework review. In P. Liljedahl & S. Oesterle, (Eds.), Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the North American Chapter of the Psychology of Mathematics Education (PME-NA 36). Vancouver, BC: University of British Columbia.
McCann, N. & Booth, J.L. (2014, April). What could go wrong? Error anticipation relates to conceptual and procedural knowledge in algebra students. Paper presented at the annual meeting of the American Education Research Association, Philadelphia, PA.
Ostrow, K., & Heffernan, N. (2014). Testing the Multimedia Principle in the Real World: A Comparison of Video vs. Text Feedback in Authentic Middle School Math Assignments. In Educational Data Mining 2014.
Roll, I., Wiese, E.S., Long, Y., Aleven, V., & Koedinger, K.R. (2014, June). Supporting self- and co-regulation in intelligent tutoring systems to help students acquire better learning skills. Proceedings of the 11th International Conference of the Learning Sciences (pp. 1356-1357). Paper presented as part of symposium Enhancing Self-Regulated Learning through Metacognitively-Aware Intelligent Tutoring Systems at ICLS, Boulder, CO.
Selent, D., & Heffernan, N. (2014). Reducing Student Hint Use by Creating Buggy Messages from Machine Learned Incorrect Processes. In International Conference on Intelligent Tutoring Systems (pp. 674–675). Springer International Publishing.
Soffer-Goldstein, D., Pellegrino, J. W, Goldman, S., Stoelinga, T., Heffernan, N., Heffernan, C., Nair Das, V., & Dietz, K. (2014). Improving long-term retention of mathematical knowledge through automatic reassessment and relearning. Poster presentation at the annual conference of the American Educational Research Association, Philadelphia, PA, April 3-7.
Wang, Y., & Heffernan, N. T. (2014, June). The Effect of Automatic Reassessment and Relearning on Assessing Student Long-Term Knowledge in Mathematics. In International Conference on Intelligent Tutoring Systems (pp. 490–495). Springer International Publishing.
Wiese, E.S. & Koedinger, K.R. (2014, March). How useful are fraction bars for understanding fraction equivalence and addition? Paper presented at the Spring 2014 conference of the Society for Research on Educational Effectiveness (SREE). Washington, D.C.
2013
Booth, J. E., & Davenport, J. L. (2013). The role of problem representation and feature knowledge in algebraic equation-solving. Journal of Mathematical Behavior, 32, 415-423.
Booth, J. L., Koedinger, K. R., & Talbot, A. (2013). Worked Examples: Who Do They Work For? Paper presented in the symposium, Reciprocal Relations Between Research and Practice: How Improving Curricular Materials Led to New Research Questions at the 2013 Annual Meeting of the American Educational Research Association in San Francisco, CA.
Clinton, V., Alibali, M. W., & Nathan, M. J. (November, 2013). The effects of diagrams and questioning while reading on learning from a statistics lesson. In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 341-348). Chicago, IL: University of Illinois-Chicago.
Clinton, V., Alibali, M. W., & Nathan, M. J. (November, 2013). Individual differences in calculating posterior probability: Do statistics education and math proficiency matter? In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 374). Chicago, IL: University of Illinois-Chicago.
Clinton, V., Alibali, M. W., & Nathan, M. J. (November, 2013). Why do diagrams increase learning from lessons? In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 318). Chicago, IL: University of Illinois-Chicago.
Clinton, V., Cooper, J. L., Alibali, M., & Nathan, M. (May, 2013). The Role of Contextual Illustrations in Problem-Solving Accuracy and Lesson-Text Comprehension. Paper presented at the 2013 Annual Meeting of the American Educational Research Association in San Francisco, CA.
Clinton, V., Cooper, J. L., Alibali, M. W., & Nathan, M. J. (2013, July). Improving visual and verbal information integration in mathematics textbooks. Poster presented at the Annual Midwest Meeting on Mathematical Thinking in Minneapolis, MN.
Cooper, J. L., Clinton, V., Riggs, E. A., Brey, E., Alibali, M. W., & Nathan, M. J. (November, 2013). Contextual visual information in middle school problem solving: A puzzling situation. In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 555). Chicago, IL: University of Illinois-Chicago.
Davenport, J., Kao, Y. S., & Schneider, S. A. (2013). Integrating Cognitive Science Principles to Redesign a Middle School Math Curriculum. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Davenport, J. L., Kao, Y., Schneider, S., Viviani, K., Lepori, K., & Hauk, S. (May, 2013). Integrating Cognitive Science Principles to Redesign a Middle School Math Curriculum. Paper presented at the 2013 Annual Meeting of the American Educational Research Association in San Francisco, CA.
Goldman, S. R., Pellegrino, J., Soffer Goldstein, D., Heffernan, N, & Heffernan, C. (August, 2013). Applying Principles of “Spacing” and “Testing” to Improve Student Learning of mathematics. Paper presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction in Munich, Germany.
Heffernan, N., Heffernan, C.L., Soffer Goldstein, D., Dietz, K., Pellegrino, J. W. & Goldman, S. R. (May, 2013). Applying Principles of “Spacing” and “Testing” to Improve Student Learning of Mathematics. Paper presented at the 2013 Annual Meeting of the American Educational Research Association in San Francisco, CA.
Kehrer, P., Kelly, K. M., & Heffernan, N. T. (2013). Does Immediate Feedback While Doing Homework Improve Learning? In FLAIRS Conference Proceedings.
Kelly, K., Heffernan, N., Heffernan, C., Goldman, S., Pellegrino, J., Goldstein, D. (2013). Estimating the Effect of Web-Based Homework. In Lane, Yacef, Motow & Pavlik (Eds.) The Artificial Intelligence in Education Conference. Springer-Verlag, 824-827.
Kelly, K., Heffernan, N., Heffernan, C., Goldman, S., Pellegrino, J. & Soffer, D. (2013). Estimating the Effect of Web-Based Homework. In Formative Feedback in Interactive Learning Environments (FFILE) Workshop. Held at The Artificial Intelligence in Education Conference, Memphis, TN.
Li, N., Stampfer, E., Cohen, W. W., & Koedinger, K.R. (August, 2013). General and efficient cognitive model discovery using a simulated student. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (894-899). Paper presented at CogSci, Berlin, Germany. Austin, TX : Cognitive Science Society.
Schneider, S., Davenport, J., & Kao, Y. (August, 2013). Integrating Cognitive Principles to Redesign a Middle School Math Curriculum. Paper presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction in Munich, Germany.
Stampfer, E., & Koedinger, K. R. (August, 2013). When seeing isn’t believing: Influences of prior conceptions and misconceptions. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth(Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (1384-1389). Paper presented at CogSci, Berlin, Germany. Austin, TX : Cognitive Science Society.
2012
Booth, J. L. & Koedinger, K. R. (April, 2012). Worked Examples and Self Explanation. Paper presented in the symposium, Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment at the 2012 Annual Meeting of the American Educational Research Association in Vancouver, B.C.
Booth, J. L., Koedinger, K. R., & McLaughlin, E. (2012). Improving math learning with worked examples. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
Clinton, V., Nathan, M. J., & Alibali, M. W. (November, 2012). The influence of visual representations on learning from lessons on functions. Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 122). Kalamazoo, MI: Western Michigan University.
Cooper, J. L., & Alibali, M. W. (2012). Visual representations in mathematics problem-solving: Effects of diagrams and illustrations. Presented at the 2012 annual meeting of Psychology of Mathematics Education, North American Chapter (PME-NA).
Cooper, J. L., Nathan, M. J., Clinton, V. E., Sidney, J, & Alibali, M. (April, 2012). Design Principles for the Integration of Visual and Verbal Information in a Math Curriculum. Paper presented in the symposium, Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment at the 2012 Annual Meeting of the American Educational Research Association in Vancouver, B.C.
Davenport, J., Viviani, K., Lepori, K., Hauk, S., & Schneider, S. (September, 2012) Applying Research-Based Design Principles to Improve Middle School Math Outcomes. Talk presented at the Society for Research on Educational Effectiveness Fall 2012 Conference in Washington DC.
Davenport, J. L., Viviani, K., Lepori, K. L., Hauk, S., & Schneider, S. A. (April, 2012). The influence of visual representations on learning from lessons on functions. Paper presented in the symposium, Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment at the 2012 Annual Meeting of the American Educational Research Association in Vancouver, B.C.
Dietz, K., Goldman, S., Heffernan, N. T., Heffernan, C. L., Pellegrino, J. W., & Soffer, D. A. (April, 2012). Spacing and Formative Assessment. Paper presented in the symposium, Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment at the 2012 Annual Meeting of the American Educational Research Association in Vancouver, B.C.
Heffernan, N., Heffernan, C. L., Dietz, K., Soffer, D., Goldman, S. R. & Pellegrino, J. W. (2012). Improving Mathematical Learning Outcomes Through Automatic Reassessment and Relearning. Poster Presentation at Annual Meetings of American Educational Research Association, April, 2012, Vancouver, BC, Canada.
Kao, Y., Davenport, J., & Schneider, S. (September, 2012). Evaluating the Efficacy of the Principle-Based Redesign of the CMP Math Curriculum. Talk presented at the Society for Research on Educational Effectiveness Fall 2012 Conference in Washington, D.C.
2011
Davenport, J. L., (September, 2011). Measuring Efficacy of Principle-Based Redesign of the CMP Math Curriculum. Presented at the Scientific Research on Educational Effectiveness Fall 2011 Conference in Washington, D.C.