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Creators/Authors contains: "Newman, K."

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  1. ; ; ; ; ; ( , Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Growing interest in “flipped” classrooms has made video lessons an increasingly prominent component of post-secondary mathematics curricula. However, relatively little is known about how students watch and learn from instructional videos. We describe and use an eye-tracking methodology to investigate attentive fidelity—the degree to which students attend to the visual imagery that is the subject of the video narration at each moment in time. Our preliminary study suggests that students’ attentive fidelity varies widely, but there was no evidence that this fidelity is connected to students’ ability to solve calculus problems. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ( , Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Growing interest in “flipped” classrooms has made video lessons an increasingly prominent component of post-secondary mathematics curricula. However, relatively little is known about how students watch and learn from instructional videos. We describe and use an eye-tracking methodology to investigate attentive fidelity—the degree to which students attend to the visual imagery that is the subject of the video narration at each moment in time. Our preliminary study suggests that students’ attentive fidelity varies widely, but there was no evidence that this fidelity is connected to students’ ability to solve calculus problems. 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ( , Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Growing interest in “flipped” classrooms has made video lessons an increasingly prominent component of post-secondary mathematics curricula. However, relatively little is known about how students watch and learn from instructional videos. We describe and use an eye-tracking methodology to investigate attentive fidelity—the degree to which students attend to the visual imagery that is the subject of the video narration at each moment in time. Our preliminary study suggests that students’ attentive fidelity varies widely, but there was no evidence that this fidelity is connected to students’ ability to solve calculus problems. 
    more » « less
    Accepted Manuscript Full Text Available