Archives for posts with tag: UChicago News


From UChicago News:

Children who use their hands to gesture during a math lesson gain a deep understanding of the problems they are taught, according to new research from The University of Chicago’s Department of Psychology. Previous research has found that gestures can help children learn. This study in particular was designed to answer whether abstract gesture can support generalization beyond a particular problem and whether abstract gesture is a more effective teaching tool than concrete action. The study found that abstract gesture was most effective in encouraging learners to generalize the knowledge they had gained during instruction. Action was least effective in encouraging generalization and concrete gesture was somewhere in between.

From UChicago News:

University Trustee Steven Kersten and his wife, Priscilla Kersten, have donated $10 million to support the Urban Education Institute’s college success initiative that will reach 10,000 high schools over the next five years. President Obama highlighted the University’s efforts in promoting college readiness and success for underserved students across the nation at a White House summit on January 16.

From UChicago News:

During a daylong conference held at the University of Chicago, 50 high school students brainstormed possible applications for data sets available for free through the City of Chicago Data Portal. Subjects included monitoring crime rates near parks, analyzing pothole repair response times, preventing cyberbullying, and tracking patterns of littering in order to find the best places to put new garbage cans. More information on the event can be found here.

Math Anxiety

From UChicago News: Many high-achieving students experience math anxiety at a young age — a problem that can follow them throughout their lives, new research at the University of Chicago shows. In a study of first- and second-graders, Sian Beilock, professor in psychology, found that students report worry and fear about doing math as early as first grade. Most surprisingly math anxiety harmed the highest-achieving students, who typically have the most working memory, Beilock and her colleagues found.