Manfred Hauben proposes an approach to teaching non-transitive relationships between 'paradoxical' dice using simple statistical graphics. This method usefully supplements traditional approaches of conditional probability calculations and trees, and students are thereby better able to see what is going on and the mechanism of these relationships.

[This paper is part of the Focused Collection in Artificial Intelligence Tools in Physics Teaching and Physics Education Research.] Artificial intelligence-based chatbots are increasingly influencing physics education because of their ability to interpret and respond to textual and visual inputs. This study evaluates the performance of two large…

A novel methodology has been developed to capture student interactions and engagement modes by mapping their discourse in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry courses using graph theory and a modified ICAP ("Interactive," "Constructive," "Active," "Passive") framework. This…

The present work presents a proposal for study and investigation, in the context of the teaching of Mathematics, through the history of linear and recurrent 2nd order sequences, indicated by: Fibonacci, Lucas, Pell, Jacobsthal, Leonardo, Oresme, Mersenne, Padovan, Perrin and Narayana. Undoubtedly, starting from the Fibonacci sequence, representing…

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using…

The authors encourage consideration of the where mathematics learning takes place. They found that taking students outside engaged them with learning how to add and subtract integers and translate linear graphs.

The prevalent paradigm for understanding what constitutes a 'good' data visualization, and what we are likely teaching business students, relates to a conventional wisdom of efficiency, clarity, transparency, and faithful representation of truth. Teaching about the ethics of visualizations seems to be largely absent from business school curricula.…

The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of…

Teachers of students with visual impairments clearly have an important opportunity to promote graphics literacy skills for students with visual impairments through providing descriptions to make educational content accessible. Guidelines for appropriate image descriptions have been developed by the National Center on Accessible Materials (NCAM), a…

The Gauss-Lucas Theorem is a classical complex analysis result that states the critical points of a single-variable complex polynomial lie inside the closed convex hull of the zeros of the polynomial. Although the result is well-known, it is not typically presented in a first course in complex analysis. The ease with which modern technology allows…

It is common for high school physics teachers to comment on the challenges they face in supporting students' graph drawing skills, knowing their importance for the study of physics. This paper suggests a novel and alternative way to support students to develop their graph drawing skills as well as teach them about sound, frequency, and amplitude.…

Two of the most fundamental skills that students acquire in introductory undergraduate physics laboratory courses are how to accurately plot data and interpret the physical meaning of linear graphs. We redesigned our graphing skills lab with an open-ended approach designed to promote inquiry in graphical analysis and to address specific areas of…

In this dissertation study, I report on six middle school students' construction and interpretation of graphs and associated dynamic situations. Constructing and interpreting graphs represents a critical moment in middle school mathematics due to its opportunity to provide a powerful foundation for learning. Nevertheless, researchers have…

Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigonometry when learning at a distance. In a multiple…

Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment…