{"id":16338,"date":"2021-07-19T10:44:25","date_gmt":"2021-07-19T10:44:25","guid":{"rendered":"https:\/\/singteach.nie.edu.sg\/?p=16338"},"modified":"2024-03-22T07:51:39","modified_gmt":"2024-03-22T07:51:39","slug":"imagine","status":"publish","type":"post","link":"https:\/\/singteach.nie.edu.sg\/2021\/07\/19\/imagine\/","title":{"rendered":"iMAGINE: Math Game-based Interventions in Neural-Informed education"},"content":{"rendered":"<p style=\"display: none;\">How do we allow students to explore their own solutions to math problems before teaching the \u201ccorrect\u201d solution?<\/p>\n<h1><b><span lang=\"EN-GB\">Math Game-Based Interventions in Neural-Informed Education<\/span><\/b><span lang=\"EN-GB\"><br \/>\n<\/span><\/h1>\n<div id=\"A1\" style=\"background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;\"><img loading=\"lazy\" width=\"27\" height=\"31\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/M-Prose-icon.png\" alt=\"\" class=\"alignnone size-full wp-image-15335\" \/> <span style=\"font-size: 20px;\"><strong>How Can iMAGINE Help Your Students?<\/strong><\/span><\/p>\n<ul>\n<li><b><span lang=\"EN-GB\">Significance I<\/span><\/b><span lang=\"EN-GB\">: <\/span><i><span lang=\"EN-GB\">Identifying <b>at-risk learning mechanisms<\/b> of low progress math <\/span><\/i><\/li>\n<li><b><span lang=\"EN-GB\">Significance II<\/span><\/b><span lang=\"EN-GB\">: Research evidence on the <b>efficacy of <\/b><\/span><b><i><span lang=\"EN-GB\">neural-informed games<\/span><\/i><\/b><i><span lang=\"EN-GB\"> to remediate math numeracy struggles<\/span><\/i><b><span lang=\"EN-GB\">\u00a0<\/span><\/b><\/li>\n<li><b><span lang=\"EN-GB\">Significance III:<\/span><\/b><span lang=\"EN-GB\"> <\/span><i><span lang=\"EN-GB\">Development of a <b>neural-based theory of math learning<\/b>, which is novel in mainstream Singapore schools<\/span><\/i><\/li>\n<\/ul>\n<\/div>\n<h1 id=\"A2\"><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon2.png\" alt=\"\" class=\"alignnone size-full wp-image-15335\" \/> <span style=\"font-size: 28px;\"><strong id=\"why_Questioning\">Why iMAGINE?<\/strong><\/span><\/h1>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">The iMAGINE project was motivated by the trend over the past two decades which showed a consistent 15% of students who were unable to obtain a pass (C grade and above) for their Primary School Leaving Examination (PSLE). The iMAGINE project addresses this matter of mitigating challenges in mathematics learning, especially for learners who continue to struggle despite multi-pronged behavioural interventions in schools.\u00a0<\/span><\/p>\n<p><b><span lang=\"EN-GB\">Significance of the iMAGINE project<\/span><\/b><span lang=\"EN-GB\"><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">This study involves the characterization of individual differences in low-progress and at-risk math. This helps us to understand the connection between behavioural, emotion regulation and brain functions with implications on tailoring relevant interventions to bridge the achievement gaps and predict mathematics dysfunction before it compounds into future lifelong struggles.<\/span><\/p>\n<p><b><span lang=\"EN-GB\">Theory and key findings<\/span><\/b><span lang=\"EN-GB\"><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">Theory: This study is grounded in digital game-based learning and cognitive neuroscience in addressing low-progress math achievement.<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">Key findings: Neural-informed digital games show promise in mitigating challenges faced by mathematics learners by improving their accuracy and fluency in solving math questions.<\/span><span><span lang=\"EN-GB\"><\/span><\/span><\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<\/div>\n<h1 id=\"A3\"><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon3.png\" alt=\"\" class=\"alignnone size-full wp-image-15335\" \/> <span style=\"font-size: 28px;\"><b><span lang=\"EN-GB\">How Was the Research Carried Out?<\/span><\/b><\/span><\/h1>\n<div><\/div>\n<div><\/div>\n<div>iMAGINE was carried out in two phases.<\/div>\n<div><\/p>\n<p style=\"padding-left: 40px;\"><b><span lang=\"EN-GB\">Phase 1:<\/span><\/b><span lang=\"EN-GB\"> <b>Characterization of underlying behavioural &amp; neural mechanisms<\/b> <\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">\u00a0<\/span><span lang=\"EN-GB\">This involved the <b>assessment of core competencies<\/b> involved in early math learning and development, such as <b>executive functioning<\/b> (i.e. working memory, flexible thinking and self-control), the ability to estimate and compare the sizes of numbers, and socio-emotional factors such as math anxiety. <b>Brain activity<\/b> was also examined using neural-imaging equipment and techniques.<\/span><\/p>\n<p style=\"padding-left: 40px;\"><b><span lang=\"EN-GB\">Phase 2:<\/span><\/b><span lang=\"EN-GB\"> <b>Intervention using neural-informed digital games<\/b><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">A digital game, <b>Number Beads <\/b><a href=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/04_Laurillard_2016_-Learning-number-sense-thr-digital-games-with-intrinsic-feedback.pdf\">(Laurillard, 2016)<\/a> was implemented, targeting students\u2019 foundational numeracy development concepts such as <b>\u201cnumbers as sets\u201d<\/b>. <\/span><\/p>\n<p><span lang=\"EN-GB\">Both phases of the research were carried out in classroom settings with <\/span><span lang=\"EN-GB\">interviews conducted with the teachers to understand the impact on math learning of the participating students.<\/span><\/p>\n<p><em><span style=\"font-size: 10pt;\">(*A new neural-informed digital game, Fun Rods, was also developed targeting students\u2019 understanding of Fractions.)<\/span><\/em><\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<\/div>\n<h1><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon8.png\" alt=\"\" class=\"alignnone size-full wp-image-15335\" \/>\u00a0<span style=\"font-size: 28px;\"><b><span lang=\"EN-GB\">How Number Beads Work as a Learning Tool<\/span><\/b><\/span><\/h1>\n<div><\/div>\n<div>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">The <b>Number Beads interface<\/b> features a target set of beads located at the top of the screen, and the player is tasked to <b>either split or join the sets of beads<\/b> given in order to achieve the target <b>(See Figure 1).<\/b><\/span><img loading=\"lazy\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-Game-based-Learning-300x165.png\" alt=\"\" class=\"wp-image-16418 aligncenter\" width=\"800\" height=\"440\" srcset=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-Game-based-Learning-300x165.png 300w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-Game-based-Learning-1024x562.png 1024w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-Game-based-Learning-768x422.png 768w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-Game-based-Learning.png 1513w\" sizes=\"(max-width: 800px) 100vw, 800px\" \/><\/p>\n<p><b><span lang=\"EN-GB\">Figure 1. Screenshot of Number Beads interface to achieve Target of 2 beads<\/span><\/b><\/p>\n<p style=\"padding-left: 40px;\"><span lang=\"EN-GB\">The players are able to explore different combinations on how to achieve the target set, and the game provides intrinsic feedback to help players work toward the target, by showing how a particular set of beads can be obtained from the set of beads given.<\/span><\/p>\n<p><img loading=\"lazy\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-assessment-300x275.png\" alt=\"\" class=\"wp-image-16400 alignleft\" width=\"237\" height=\"218\" srcset=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-assessment-300x275.png 300w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-assessment-768x705.png 768w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-assessment.png 1024w\" sizes=\"(max-width: 237px) 100vw, 237px\" \/><img loading=\"lazy\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-play-e1626341632599-300x199.jpg\" alt=\"\" class=\"wp-image-16399  alignright\" width=\"326\" height=\"216\" srcset=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-play-e1626341632599-300x199.jpg 300w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/NB-play-e1626341632599.jpg 598w\" sizes=\"(max-width: 326px) 100vw, 326px\" \/><\/p>\n<p><b><span lang=\"EN-GB\">Benefits of Number Beads as a learning tool: <\/span><\/b><\/p>\n<ul>\n<li><span lang=\"EN-GB\">Significantly improve students\u2019 math fluency and accuracy<\/span><\/li>\n<li>Help students of varying math ability \u2013 especially for at-risk or low-progressing math students<\/li>\n<\/ul>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div id=\"A4\">\n<hr \/>\n<h1><b><span lang=\"EN-GB\"><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon3.png\" alt=\"Question-Icon\" \/> <span style=\"font-size: 28px;\">Evidence from iMAGINE<\/span><\/span><\/b><\/h1>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: 20px;\"><b><span lang=\"EN-GB\">Significance I<\/span><\/b><span lang=\"EN-GB\">: <\/span><i><span lang=\"EN-GB\">Identifying and nuancing <b>at-risk learning mechanisms<\/b> of low progress math learner population <\/span><\/i><\/span><\/p>\n<p><span lang=\"EN-GB\">A strong link between <b>cognitive and affective measures<\/b> of executive functioning and anxiety with <b>low math performance<\/b> highlight the importance of <b>rethinking<\/b>: <\/span><\/p>\n<\/div>\n<div>\n<ul>\n<li><span lang=\"EN-GB\">categorizations of math performance, that is not only based on academic outcomes, but also linked to other cognitive or socio-emotional factors<\/span><\/li>\n<li><span lang=\"EN-GB\">remediation programs that focuses on not just math performance outcomes, but also a holistic consideration of students\u2019 cognitive and affective development<\/span><\/li>\n<\/ul>\n<\/div>\n<div>\n<p><span lang=\"EN-GB\">A clear typology of underlying math struggles can help teachers: <\/span><\/p>\n<\/div>\n<div>\n<ul>\n<li><span lang=\"EN-GB\">understand personalized intervention better and <\/span><\/li>\n<li><span lang=\"EN-GB\">identify students with specific mathematical learning differences<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: 20px;\"><b><span lang=\"EN-GB\">Significance II<\/span><\/b><span lang=\"EN-GB\">: Research evidence on the <b>efficacy of <\/b><\/span><b><i><span lang=\"EN-GB\">neural-informed games<\/span><\/i><\/b><i><span lang=\"EN-GB\"> to remediate math numeracy struggles<\/span><\/i><\/span><b><span lang=\"EN-GB\"> <\/span><\/b><\/p>\n<p><span lang=\"EN-GB\">Through randomized trials, <b>positive impacts (improved accuracy and fluency)<\/b> from the topical intervention on Number Sensing using the <b>neural-informed game, Number Beads<\/b>, has provided evidence <\/span><span lang=\"EN-GB\">for the use of games to help students who have been struggling with math concepts.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: 20px;\"><b><span lang=\"EN-GB\">Significance III:<\/span><\/b><span lang=\"EN-GB\"> <\/span><i><span lang=\"EN-GB\">Development of a <b>neural-based theory of math learning<\/b>, which is novel in mainstream Singapore schools<\/span><\/i><\/span><\/p>\n<p>Little is known about the <b>neural mechanisms<\/b> that <b>mediate acquisition of math competencies<\/b> and <b>mitigation of persistent math struggles<\/b>.<\/p>\n<p>This study found:<\/p>\n<\/div>\n<div>\n<ul>\n<li><span lang=\"EN-GB\">differences in <b>brain activation and resting state<\/b> functional connectivity <b>before and after math gameplay<\/b>. <b>\u00a0<\/b><\/span><\/li>\n<li><b><span lang=\"EN-GB\">use brain data<\/span><\/b><span lang=\"EN-GB\"> as a <b>sensitive assessment marker of math learning<\/b>, particularly in cases of covert and persistent math struggles. <\/span><\/li>\n<\/ul>\n<\/div>\n<p><span lang=\"EN-GB\">\u00a0<\/span><\/p>\n<p><span style=\"font-size: 20px;\"><strong><span lang=\"EN-GB\">Expected future outcomes<\/span><\/strong><\/span><\/p>\n<p><span lang=\"EN-GB\">The findings <b>facilitate a more nuanced approach to <\/b><\/span><b><span lang=\"EN-GB\">identify specific mathematics learning difficulties<\/span><\/b><span lang=\"EN-GB\"> from a heterogeneous sample of <b>math at-risk children<\/b>.\u00a0<\/span><\/p>\n<p><b><span lang=\"EN-GB\">Type-specific interventions<\/span><\/b><span lang=\"EN-GB\">, can be <b>co-designed, between researchers and practitioners to:<\/b><\/span><\/p>\n<ul>\n<li><b><span lang=\"EN-GB\">improve<\/span><\/b><span lang=\"EN-GB\"> cognitive competencies and affective dispositions <\/span><\/li>\n<li><b><span lang=\"EN-GB\">optimize<\/span><\/b><span lang=\"EN-GB\"> learning potential <\/span><\/li>\n<li><b><span lang=\"EN-GB\">develop<\/span><\/b><span lang=\"EN-GB\"> holistic well-being of the learner<\/span><\/li>\n<li><b><span lang=\"EN-GB\">shift<\/span><\/b><span lang=\"EN-GB\"> from traditional and undue focus on math skills remediation<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span lang=\"EN-GB\">While the \u2018science\u2019 behind different brain interconnections might not have direct implications for the classroom as yet, this information is useful for: <\/span><\/p>\n<ul>\n<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">the holistic understanding of math education, <\/span><\/li>\n<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">suggesting the optimal focus for further remediation of continual struggling math learners. <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span lang=\"EN-GB\">In this study, the information is used to <b>design, and test neural-informed math game-based interventions<\/b> based on the <b>respective hypotheses and inferences for intervention studies<\/b>. The scientific information facilitated research that allows us to test for the <b><i>\u2018dose-response relationships\u2019<\/i><\/b> <a href=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/07\/06_Goswami-2008_Cognitive-Neuroscience-Perspective.pdf\">(Goswami, 2008)<\/a>, that is, if a particular designed game shows reliable correlations with positive math performance, then receiving more (or less) \u2018doses\u2019 should increase the performance effect. <\/span><\/p>\n<p><span style=\"font-size: 10pt;\"><i><span lang=\"EN-GB\">(*The research team is continuing the line of game-based intervention studies, through the PIs in other projects.)<\/span><\/i><\/span><span lang=\"EN-AU\"><\/span><\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<div id=\"A5\">\n<h1><b><span lang=\"EN-GB\"><img loading=\"lazy\" width=\"27\" height=\"31\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon2.png\" alt=\"\" class=\"alignnone size-full wp-image-15341\" \/> <span style=\"font-size: 28px;\">How iMAGINE Can Enhance Classroom Teaching<\/span><\/span><\/b><\/h1>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Identifying students\u2019 individual differences<\/strong> through the characterisation of underlying behaviours and neural data\n<ul>\n<li>Enables teachers to improve their <strong>facilitation of learning<\/strong>, targeting on weaker areas.<\/li>\n<\/ul>\n<\/li>\n<li><strong>Using neural-informed games<\/strong>\n<ul>\n<li>Provide students with <strong>self-directed exploration of mathematics concepts<\/strong> that are adaptive to their learning needs.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<hr \/>\n<h1><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon11.png\" alt=\"Question-Icon\" \/> <span style=\"font-size: 28px;\"><strong id=\"Useful_links_&amp;_references\">Related Links<\/strong><\/span><\/h1>\n<div>\n<p>&nbsp;<\/p>\n<ul>\n<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\"><a href=\"https:\/\/singteach.nie.edu.sg\/issue72-classroom\/\">SingTeach Issue 72, \u201cLevelling up math learners through neuro-games\u201d<\/a><\/span><span lang=\"EN-GB\"><\/span><\/li>\n<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\"><a href=\"https:\/\/ebook.ntu.edu.sg\/20190730-oer-knowledge-bites-volume10\/full-view.html\">OER Knowledge Bites Volume 10 (pp. 6 \u2013 7), \u201cTranslational specifications of neural-informed game-based interventions for mathematical cognitive development of low progress learners: A science of learning approach.\u201d<\/a><\/span><span lang=\"EN-GB\"><\/span><\/li>\n<li><span lang=\"EN-SG\"> <\/span><span lang=\"EN-GB\"><a href=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/SingTeach_Issue76.pdf\">SingTeach Issue 76 on Science of Learning in Education<\/a><\/span><span lang=\"EN-GB\"> [PDF] <\/span><span lang=\"EN-SG\"><\/span><\/li>\n<\/ul>\n<hr \/>\n<\/div>\n<h1><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon9.png\" alt=\"Question-Icon\" \/> <span style=\"font-size: 28px;\"><strong>Further Readings<\/strong><\/span><\/h1>\n<div>\n<p>&nbsp;<\/p>\n<ul>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/doi.org\/10.1080\/23735082.2019.1685027\">Jamaludin, A., Henik, A., &amp; Hale, B. J. (2019). Educational Neuroscience: Bridging Theory and Practice. <i>Learning, Research and Practice, 5<\/i>(2), 93-98<\/a><\/span><span lang=\"EN-SG\"><\/span><\/li>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/doi.org\/10.1080\/23735082.2019.1684991\">Jamaludin, A., Hung, D. W. L., Lim, P. X. (2019). Developments in educational neuroscience: Implications for the <i>art <\/i>and <i>science <\/i>of learning, <i>Learning: Research and Practice,<\/i> <i>5<\/i>(2), 201 \u2013 213. <\/a><\/span><\/li>\n<\/ul>\n<p><span lang=\"EN-GB\"><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span><span lang=\"EN-GB\"><span style=\"font-size: 20px;\"><strong>How can teachers get started?<\/strong><\/span><br \/>\nTeachers can email Asst. Prof. Azilawati Jamaludin at <a href=\"mailto:azilawati.j@nie.edu.sg\">azilawati.j@nie.edu.sg<\/a> or the project team at <a href=\"mailto:imagine@nie.edu.sg\">imagine@nie.edu.sg<\/a>.<br \/>\n<\/span><\/span><\/p>\n<p><span><span lang=\"EN-GB\">Additionally, here are some papers which teachers can read for more information regarding similar studies:<br \/>\n<\/span><\/span><\/p>\n<ul>\n<li><span><span lang=\"EN-GB\"><a href=\"https:\/\/doi-org.libproxy.nie.edu.sg\/10.1080\/08856257.2017.1412640\">Aunio, P., &amp; Mononen, R. (2018). The effects of educational computer game on low-performing children\u2019s early numeracy skills\u2013an intervention study in a preschool setting. European Journal of Special Needs Education, 33(5), 677-691.<\/a>\u00a0<\/span><\/span><\/li>\n<li><span><span lang=\"EN-GB\"><a href=\"http:\/\/kutaksam.karabuk.edu.tr\/index.php\/ilk\/article\/view\/738\/536\">Chizary, F., &amp; Farhangi, A. (2017). Efficiency of Educational Games on Mathematics Learning of Students at Second Grade of Primary School. Journal of History Culture and Art Research, 6(1), 232-240.<\/a>\u00a0<\/span><\/span><\/li>\n<li><span><span lang=\"EN-GB\"><a href=\"https:\/\/naerjournal.ua.es\/article\/view\/v7n1-5\">Guzm\u00e1n Duque, A. P., Fern\u00e1ndez, L. C., &amp; Del Moral P\u00e9rez, M. (2018). Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students.<\/a><\/span><\/span><\/li>\n<li><span><span lang=\"EN-GB\"><a href=\"https:\/\/ajet.org.au\/index.php\/AJET\/article\/view\/3116\/1432\">Laurillard, D. (2016). Learning number sense through digital games with intrinsic feedback. Australasian Journal of Education Technology, 32(6), 32 \u2013 44.<\/a> <\/span><\/span><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1006\/ccog.1997.0301\">Posner, M. I., DiGirolamo, G. J., &amp; Fernandez-Duque, D. (1997). Brain Mechanisms of Cognitive Skills. Consciousness and Cognition, 6(2-3), 267\u2013290.<\/a>\u00a0<\/li>\n<li><a href=\"https:\/\/login.libproxy.nie.edu.sg\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=eue&amp;AN=507993004&amp;site=ehost-live&amp;scope=site\">Goswami, U. (2008a). Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3), 381\u2013399.<\/a>\u00a0<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<hr \/>\n<\/div>\n<h1><strong id=\"Research_projects\"><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon10.png\" alt=\"Question-Icon\" \/> <span style=\"font-size: 28px;\">Research Projects<\/span><\/strong><\/h1>\n<p>&nbsp;<\/p>\n<p>The following NIE projects are associated with iMAGINE<\/p>\n<ul>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/www.nie.edu.sg\/research\/projects\/project\/nrf2016-sol002-003\"><span lang=\"EN-SG\">Translational Specifications of Neural-informed Game-Based Interventions for Mathematical Cognitive Development of Low-Progress Learners<\/span><\/a><\/span><span lang=\"EN-SG\"><\/span><\/li>\n<li>\n<p><span lang=\"EN-GB\"><a href=\"https:\/\/www.nie.edu.sg\/research\/projects\/project\/afd-07-16-zw\">Developing a Translating Educational Neuroscience Clearinghouse for the Differentiated Instruction of Diverse Learners<\/a><\/span><\/p>\n<\/li>\n<li><a href=\"https:\/\/nie.edu.sg\/our-people\/academic-groups\/learning-sciences-assessment\/research-consultancy\">f-MACE: fNIRS Modelling for Game-based Affective and Cognitive Math Learning<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<hr \/>\n<h1><img src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon10.png\" alt=\"Question-Icon\" \/> <span style=\"font-size: 28px;\"><strong id=\"Research_team\">Research Team<\/strong><\/span><\/h1>\n<div>\n<p>&nbsp;<\/p>\n<p><span lang=\"EN-GB\">To learn more about this research, please contact the <b>iMAGINE team<\/b> at \u00a0<\/span><span lang=\"EN-GB\"><a href=\"mailto:imagine@nie.edu.sg\">imagine@nie.edu.sg<\/a><\/span><span lang=\"EN-GB\">. <\/span><span lang=\"EN-GB\"><br \/>\n<\/span><span lang=\"EN-GB\"><\/span><b><span lang=\"EN-GB\"><\/span><\/b><\/p>\n<p><b><span lang=\"EN-GB\">Principal Investigator<\/span><\/b><i><span lang=\"EN-GB\"><\/span><\/i><\/p>\n<p><span lang=\"EN-GB\"><a href=\"https:\/\/dr.ntu.edu.sg\/cris\/rp\/rp01489\" target=\"_blank\" rel=\"noopener\">Asst. Prof. Azilawati JAMALUDIN<\/a>, Learning Sciences and Assessment (LSA), Office of Education Research (OER), NIE<\/span><\/p>\n<p><b><span lang=\"EN-GB\">Co-Principal Investigators<\/span><\/b><\/p>\n<ul>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/dr.ntu.edu.sg\/cris\/rp\/rp01384\" target=\"_blank\" rel=\"noopener\">Prof HUNG Wei Loong David<\/a>, OER, NIE<\/span><\/li>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/dr.ntu.edu.sg\/cris\/rp\/rp01473\" target=\"_blank\" rel=\"noopener\">Dr SEOW Sen Kee Peter<\/a>, OER, NIE<\/span><\/li>\n<\/ul>\n<p><\/p>\n<p><b><span lang=\"EN-GB\">Collaborators<\/span><\/b><span lang=\"EN-GB\"><\/span><\/p>\n<ul>\n<li><span lang=\"EN-GB\">Mdm KOH Yah Hui, Curriculum Planning and Development Division (CPDD), MOE<\/span><\/li>\n<\/ul>\n<p><\/p>\n<p><b><span lang=\"EN-GB\">Consultants<\/span><\/b><span lang=\"EN-GB\"><\/span><\/p>\n<ul>\n<li><span lang=\"EN-GB\">Prof. Brian BUTTERWORTH, University College of London (UCL)<\/span><\/li>\n<li><span lang=\"EN-GB\">Prof. Diana LAURILLARD, UCL<\/span><\/li>\n<\/ul>\n<p><\/p>\n<p><b><span lang=\"EN-GB\">Researchers <\/span><\/b><span lang=\"EN-GB\"><\/span><\/p>\n<ul>\n<li><span lang=\"EN-GB\"><a href=\"https:\/\/dr.ntu.edu.sg\/cris\/rp\/rp02055\">Dr TAN Aik Lim<\/a>, OER, NIE<\/span><\/li>\n<li><span lang=\"EN-GB\">Mr HEW Fook Ming Daryll (formerly of NIE)<\/span><\/li>\n<li><span lang=\"EN-GB\">Ms KWAN Kang Ling Michelle (formerly of NIE)<\/span><\/li>\n<li><span lang=\"EN-GB\">Ms LIM Pei Xuan (formerly of NIE)<\/span><\/li>\n<li><span lang=\"EN-GB\">Mr NG Chen Kian (formerly of NIE)<\/span><\/li>\n<li><span lang=\"EN-GB\">Ms TAN Yong Ling (formerly of NIE)<\/span><\/li>\n<li><span lang=\"EN-GB\">Ms YEO Wan Ting (formerly of NIE)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<hr \/>\n<\/div>\n<h1><strong><a href=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon9.png\"><img loading=\"lazy\" width=\"24\" height=\"24\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/04\/m-prose-icon9.png\" alt=\"\" class=\"size-full wp-image-15372 alignnone\" \/><\/a> <span style=\"font-size: 28px;\">Acknowledgments<\/span><\/strong><\/h1>\n<p>&nbsp;<\/p>\n<p><span lang=\"EN-SG\">This research was funded by the Singapore National Research Foundation (NRF) under the Science of Learning Initiative (NRF2016-SOL002-003). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NRF or NIE.<\/span><\/p>\n<p><span lang=\"EN-SG\">This knowledge resource was written by Asst Prof. Azilawati Jamaludin and Dr Tan Aik Lim, with input from Ms Monica Lim and Ms Lorraine Ow as of 15 July 2021; updated by Ms Monica Lim on 4 January 2022.<\/span><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>How do we allow students to explore their own solutions to math problems before teaching the \u201ccorrect\u201d solution? [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":16398,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false,"_links_to":"","_links_to_target":""},"categories":[423],"tags":[19,83,101,286,365,401,409,427,465],"_links":{"self":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/16338"}],"collection":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/comments?post=16338"}],"version-history":[{"count":100,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/16338\/revisions"}],"predecessor-version":[{"id":23104,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/16338\/revisions\/23104"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/media\/16398"}],"wp:attachment":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/media?parent=16338"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/categories?post=16338"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/tags?post=16338"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}