Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of ac...

Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity i...

This is a position paper presenting a perspective on fundamental assumptions about doing, teaching and learning mathematics in the presence of computer and communicative technologies. Doing, teaching and learning mathematics are activities that centrally involve discourse. Computer and communication technologies can facilitate collaborative interactions around mathematical topics. This can make...

The foundations of computer graphics theory lie in mathematics, whereas most effects that add realism to a virtual graphical world are a direct simulation of the rules of physics. Complementary to the role of math and physics in learning about computer graphics, this paper proposes using graphics which has widespread appeal to directly encourage learning math and physics. We aim to use graphics...

This paper introduces two experimental studies that have examined the efficacy of agent presence in relation to learner attributes and affect. With 132 high-school females, Study I investigated the effects of learners’ prior math attitudes (high vs. low) and prior math selfefficacy (high vs. low) on the changes in their attitudes and self-efficacy after working at a pedagogical-agent-based envi...