Nathan, Alibali part of virtual panel examining ‘Instructional Gestures for Classrooms and On-Line Mathematics Learning’

May 26, 2020

The 90-minute event was recorded and can be accessed via the Embodied Mathematical Imagination & Cognition team's website. The panel focused its efforts on these questions: Why is gesture important for learning and teaching? What can gesture research tell us about how to make online learning effective? What can we expect to be challenges for online learning? What advice for parents do you all have right now — and for teachers facing online instruction?

School of Education’s Kaplan, Clark recognized with UW–Madison Hilldale Awards

April 24, 2020

David Kaplan and Laurie Beth Clark, both faculty members with the School of Education, were honored with UW–Madison Hilldale Awards for their distinguished contributions to research, teaching, and service. Each year, the Secretary of the Faculty recognizes four professors from across campus for these major awards, which have been given annually since the 1986-87 academic year. One faculty member each from the arts and humanities, social sciences, physical sciences, and biological sciences is selected from nominations by department chairs. The winners are awarded $7,500.

UW–Madison’s EdNeuroLab tackling math learning through brain imaging

April 7, 2020

In 2012, Edward Hubbard, a cognitive neuroscientist and assistant professor in UW‒Madison’s Department of Educational Psychology, created the Educational Neuroscience Lab to understand—through functional magnetic resonance imaging (fMRI)—how the physical changes that occur in children’s brains as they learn may help improve education practices.

UW–Madison’s Pauline Ho receives 2020 Psychological Science Research Grant

March 6, 2020

Pauline Ho received the 2020 Psychological Science Research Grant from the American Psychological Association of Graduate Students (APAGS). The Ph.D. student with the human development program within the School of Education’s Department of Educational Psychology aims to better understand how individual and contextual factors interact to chart the course of ethnic and racial identity development of African American students attending predominantly white institutions.