Caro Williams-Pierce

Biographic Data

ID9510465
NAMECaro Williams-Pierce
GIVEN NAMESCaro
FAMILY NAMEWilliams-Pierce
SIGNATUREWILLIAMS-PIERCE C
AFFILIATIONSUniversity of Maryland, College Park
ORCID0000-0003-0730-6179
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2024
H-INDEX0

  • Elementary students’ shared understanding of angle during an educational robotics task

    Open AccessAmber Simpson, Ekta Shokeen et al.ARTICLEFrontiers in Education2024

    Introduction Prior research has documented students’ struggles in conceiving of angle and angle measurement, which may stem from textbook and curriculum representations of angles as static. In this study, we examined grade 3-5 students’ mathematical thinking of angle during an educational robotics task implemented within a making space learning environment in a school setting (i.e., hybrid making space). Methods Our analysis included 19 video rec…

  • It’s mathematics all the way down

    Open AccessCaro Williams-Pierce, Nihal Katırcı et al.ARTICLEFrontiers in Education2024

    We offer this synthesized framework as a tool to reveal mathematical activity in a non-formal making-space. In particular, we connect research at different grain sizes to illustrate and explain how mathematics plays a crucial, if often implicit, role in making activities. We begin by describing the Approximate Number System and the Ratio-Processing System, and explaining how those systems connect to both embodied cognition and Thompson’s (1994) c…

  • Norms and collaboration in hybrid making-spaces

    Open AccessAmber Simpson, Signe Kastberg et al.ARTICLEThe Journal of Educational Research2023

    Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historica…

  • Zones of mathematical play

    Open AccessCaro Williams-Pierce, Jordan T Thevenow-HarrisonARTICLEJournal of the Learning Sciences2021

    Most research on mathematical play and learning is focused on early childhood. This study examines how mathematical play and learning manifest in older children in a mathematical videogame designed by the first author, Rolly’s Adventure. We examined how players experienced mathematical play as they played Rolly’s Adventure, with a particular focus on failure paired with feedback. We used video and audio recordings of the players and their bodies,…

  • The Future of Embodied Design for Mathematics Teaching and Learning

    Open AccessDavid Abrahamson, Mitchell J Nathan et al.ARTICLEFrontiers in Education2020

    A rising epistemological paradigm in the cognitive sciences—embodied cognition—has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experienc…

  • Gender Similarities Characterize Math Performance

    Open AccessJanet Shibley Hyde, Sara M Lindberg et al.ARTICLEScience2008

    Gender differences in mathematics performance and ability remain a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers. Meta-analytic findings from 1990 (6) indicated that gender differences in mathematics performance in the general populatio…