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1. Dual-Level Knowledge Distillation via Knowledge Alignment and Correlation

   https://doi.org/10.1109/TNNLS.2022.3190166  

   Ding, Fei; Yang, Yin; Hu, Hongxin; Krovi, Venkat; Luo, Feng (July 2022, IEEE Transactions on Neural Networks and Learning Systems)
2. Automated Knowledge Component Generation and Knowledge Tracing for Coding Problems

   Duan, Z; Fernandez, N; Narayanan, A; Hassany, M; Alencar, R; Brusilovsky, P; Akram, B; Lan, A (May 2025, Arxiv preprint 2502.18632v2)
3. Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving

   https://doi.org/10.1111/cogs.13048  

   Braithwaite, David W.; Sprague, Lauren (October 2021, Cognitive Science)

   Abstract When, how, and why students use conceptual knowledge during math problem solving is not well understood. We propose that when solving routine problems, students are more likely to recruit conceptual knowledge if their procedural knowledge is weak than if it is strong, and that in this context, metacognitive processes, specifically feelings of doubt, mediate interactions between procedural and conceptual knowledge. To test these hypotheses, in two studies (Ns = 64 and 138), university students solved fraction and decimal arithmetic problems while thinking aloud; verbal protocols and written work were coded for overt uses of conceptual knowledge and displays of doubt. Consistent with the hypotheses, use of conceptual knowledge during calculation was not significantly positively associated with accuracy, but was positively associated with displays of doubt, which were negatively associated with accuracy. In Study 1, participants also explained solutions to rational arithmetic problems; using conceptual knowledge in this context was positively correlated with calculation accuracy, but only among participants who did not use conceptual knowledge during calculation, suggesting that the correlation did not reflect “online” effects of using conceptual knowledge. In Study 2, participants also completed a nonroutine problem‐solving task; displays of doubt on this task were positively associated with accuracy, suggesting that metacognitive processes play different roles when solving routine and nonroutine problems. We discuss implications of the results regarding interactions between procedural knowledge, conceptual knowledge, and metacognitive processes in math problem solving. 

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4. Shaping Arctic’s Tomorrow through Indigenous Knowledge Engagement and Knowledge Co-Production

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   This perspective presents a statement of the 10th International Congress of Arctic Social Sciences Indigenous Knowledge and knowledge co-production panel and discussion group, 20 July 2021. The statement is designed to serve as a characterization of the state-of-the-art and guidance for further advancement of Indigenous Knowledge and knowledge co-production in the Arctic. It identifies existing challenges and provides specific recommendations for researchers, Indigenous communities, and funding agencies on meaningful recognition and engagement of Indigenous Knowledge systems. 

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5. Accelerating Medical Knowledge Discovery Through Automated Knowledge Graph Generation and Enrichment

   https://doi.org/10.1007/978-3-031-81221-7_5  

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