Michelle Perry
Biographic Data
| ID | 3983109 |
|---|---|
| NAME | Michelle Perry |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Perry |
| SIGNATURE | PERRY M |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-4422-0454 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Understanding conditions leading to student gestures during fractions lessons
Previous studies have shown that students’ gestures can support their learning, yet little is known about what might prompt students to use gestures while learning in mathematics classrooms. To address this, we observed the same fraction lesson, taught by 8 different teachers, in which we identified students’ mathematics-related gestures and traced back to how and who prompted the gestures. We also searched for all instances of these prompts with…
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions
Direct and indirect ways of being helpful in online peer help-giving interactions
Examining discourse structures in Chinese and U.S. elementary mathematics classes
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
The effect of gestured instruction on the learning of physical causality problems
Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gest…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Engaging First Graders to Participate as Students of Mathematics
First-grade students often come to school relatively naïve about what it means to be mathematics students. Thus, first-grade teachers have the responsibility not only of teaching mathematical content to their young students, but also of socializing them into a culture of mathematics learning. In this article, the authors document both how teachers provide explicit instruction about participating in mathematics learning and how they implicitly com…
Keeping their attention
Connected and culturally embedded beliefs
Verbal imprecision as an index of knowledge in transition
Children can be verbally imprecise when they are learning, but this phenomenon is not well documented. Verbal imprecision, anecdotally referred to as "hemming and hawing," may be indexed by restatements, comments on one's lack of knowledge, deletions of sentence constituents, and pauses. The authors examined whether they could quantify indexes of verbal imprecision and use them to predict changes in problem-solving performance. Four types of verb…
Indexing transitional knowledge.
Indexing transitional knowledge.
Various indexes have been proposed to mark when a child is on the verge of acquiring new knowledge. This article described a new method for indexing this point of transition, which is based on the specificity of children's verbal explanations. The degree to which children were specific in their verbal explanations was related to whether they benefited from instruction. In particular, children who were vague in their explanations (i.e., less speci…
Mathematics learning in Japanese, Chinese, and American classrooms
Differences across cultures in classroom instruction may contribute to superior performance by Asian children on mathematics achievement tests
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Connected and culturally embedded beliefs
Keeping their attention
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
Mathematics learning in Japanese, Chinese, and American classrooms
Differences across cultures in classroom instruction may contribute to superior performance by Asian children on mathematics achievement tests
Indexing transitional knowledge.
Indexing transitional knowledge.
Various indexes have been proposed to mark when a child is on the verge of acquiring new knowledge. This article described a new method for indexing this point of transition, which is based on the specificity of children's verbal explanations. The degree to which children were specific in their verbal explanations was related to whether they benefited from instruction. In particular, children who were vague in their explanations (i.e., less speci…
Verbal imprecision as an index of knowledge in transition
Children can be verbally imprecise when they are learning, but this phenomenon is not well documented. Verbal imprecision, anecdotally referred to as "hemming and hawing," may be indexed by restatements, comments on one's lack of knowledge, deletions of sentence constituents, and pauses. The authors examined whether they could quantify indexes of verbal imprecision and use them to predict changes in problem-solving performance. Four types of verb…
Connected and culturally embedded beliefs
Keeping their attention
Engaging First Graders to Participate as Students of Mathematics
First-grade students often come to school relatively naïve about what it means to be mathematics students. Thus, first-grade teachers have the responsibility not only of teaching mathematical content to their young students, but also of socializing them into a culture of mathematics learning. In this article, the authors document both how teachers provide explicit instruction about participating in mathematics learning and how they implicitly com…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
The effect of gestured instruction on the learning of physical causality problems
Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gest…
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
Examining discourse structures in Chinese and U.S. elementary mathematics classes
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions
Direct and indirect ways of being helpful in online peer help-giving interactions
Understanding conditions leading to student gestures during fractions lessons
Previous studies have shown that students’ gestures can support their learning, yet little is known about what might prompt students to use gestures while learning in mathematics classrooms. To address this, we observed the same fraction lesson, taught by 8 different teachers, in which we identified students’ mathematics-related gestures and traced back to how and who prompted the gestures. We also searched for all instances of these prompts with…
Psychology (14 works) · Computer Science (9 works) · Mathematics education (9 works) · Pedagogy (6 works) · Developmental psychology (5 works) · Social Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Cognitive psychology (3 works) · Education and Technology Integration (3 works)