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Networked computers can potentially support classrooms to be more interactive. It can help students share representations amongst themselves and work together on a shared virtual activity space. In research on the role of shared screens or shared virtual workspace in learning settings, there has been less attention paid to contexts where learners are co-located. This paper looks at the impact of the shared screen in a computational game environment on mathematics learning and practices and the construction of learners' emotions and social status in classroom interactions. We designed two versions of a simple arithmetic game: a solo version in which the student played the game alone and a multi-player version in which the screen was shared, and the players could see the arithmetic moves of the other players. We implemented these two versions of the game in a 4th-grade classroom in a suburban school in a large metropolis in India. Classroom sessions were video recorded, computer logs were collected, and field notes were taken. Focus group sessions were held with the students. We coded a portion of the data to get at patterns of classroom interactions. Then we drew on qualitative video analysis tools to analyze specific episodes to understand the fine timescale dynamics of dominant interaction patterns in each setting. Our analysis shows that the shared screen served as a shared memory device, keeping a record of all the students' posts, and was entangled in the moment-to-moment dynamics of self- and peer- assessments of arithmetic. These findings suggest that thoughtful integration of networked digital tools in computer-supported learning environments can increase student-student interactions and support disciplinary learning.

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching 'in situ' helped in triggering a change in the teacher's well-formed knowledge and beliefs about the teaching and learning of the division algorithm, and related students' capabilities. We argue that in the context of educational reform, an analysis of knowledge demands placed on the teacher helps in understanding and supporting teachers' work.

Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.

This paper describes the procedures adopted by two independent studies in India for identifying and classifying children with dyscalculia in primary schools. For determining the presence of dyscalculia both inclusionary and exclusionary criteria were used. When other possible causes of arithmetic failure had been excluded, figures for dyscalculia came out as 5.98% (15 cases out of 251) in one study and 5.54% (78 out of 1408) in the second. It was found in the latter study that 40 out of the 78 (51.27%) also had reading and writing problems. The findings are discussed in the light of previous studies. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Objectives Negative aging stereotypes make older adults perform below their true potential in a number of cognitive domains. This phenomenon, known as Age-Based Stereotype Threat, is currently viewed as a powerful factor contributing to an overestimation of cognitive decline in normal aging. However, age-based stereotype threat has been investigated almost exclusively in Western countries. Whether this phenomenon is universal or culture-specific is unknown. Method Here, we first ran a pilot study (N = 106) in which we assessed French and Indian participants' attitudes towards aging. Then, we assessed stereotype threat effects on arithmetic problem-solving performance and strategies in French and Indian older adults (N = 104). Results We found that French older adults have more negative implicit attitudes towards aging than Indian older adults. We also found that culture modulates age-based stereotype threat effects. Whereas French older adults experienced stereotype threat on both selection and execution of strategies on all arithmetic problems, Indian older adults experienced this threat only in their strategy selection on harder problems. Most interestingly, cultural differences emerged on arithmetic problems under stereotype threat condition, where otherwise no cultural differences were found in the control condition. Discussion Our findings have important implications for understanding how cultural contexts change aging effects on human cognition and age-related difference in cognitive performance. [ABSTRACT FROM AUTHOR]

Mathematics is the foundation of all sciences (1). Everything is bound to some fix laws in this universe. The four Vedas Rig, Yajur, Sama, and Atharva have four upvedas and six vedangs all of which form an indivisible part of divine knowledge. Upveda Sthapatyaveda comes under Atharvaveda includes engineering, architecture, etc. along with all branches of Mathematics. Mahavir was a great Digambara Jaina mathematician who flourished in middle of ninth century A.D. in south India had contributed in number rules (3). Quite a large number of theories have been advanced to explain the origin of numerals in ancient India. [ABSTRACT FROM AUTHOR]

The article focuses on various aspects for understanding Earth in context of arithmetic to school students in India. Topics discussed include "Earthmetic" word coined for the Earth Day 2016 which emphasized on evolution of intelligence on earth difficult without arithmetics, ecological disasters related to explosions from fire and smoke ruining forests, lakes and rivers; and earthmetic expected to inspire the student for appreciating ancient architects, artisans and masons.