This volume tackles issues arising from today’s high reliance on learning from visualizations in general and dynamic visualizations in particular at all levels of education. It reflects recent changes in educational practice through which text no longer occupies its traditionally dominant role as the prime means of presenting to-be-learned information to learners. Specifically, the book targets the dynamic visual components of multimedia educational resources and singles out how they can influence learning in their own right. It aims to help bridge the increasing gap between pervasive adoption of dynamic visualizations in educational practice and our limited understanding of the role that these representations can play in learning. The volume has recruited international leaders in the field to provide diverse perspectives on the dynamic visualizations and learning. It is the first comprehensive book on the topic that brings together contributions from both renowned researchers and expert practitioners. Rather than aiming to present a broad general overview of the field, it focuses on innovative work that is at the cutting edge. As well as further developing and complementing existing approaches, the contributions emphasize fresh ideas that may challenge existing orthodoxies and point towards future directions for the field. They seek to stimulate further new developments in the design and use of dynamic visualizations for learning as well as the rigorous, systematic investigation of their educational effectiveness.the volume="" sheds="" light="" on="" the="" complex="" and="" highly="" demanding="" processes="" of="" conceptualizing,="" developing="" implementing="" dynamic="" visualizations="" in="" practice="" as="" well="" challenges="" relating="" research="" application="" perspectives.

As technology continues to play a pivotal role in society, education is a field that has become heavily influenced by these advancements. New learning methods are rapidly emerging and being implemented into classrooms across the world using software that is low cost and easy to handle. These tools are crucial in creating skillful learning techniques in classrooms, yet there is a lack of information and research on the subject. The Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms is an essential reference source that discusses newly developed but easy-to-handle and less costly software and tools and their implementation in real 21st-century classrooms worldwide. The book also helps and supports teachers to conduct gifted and talented school activities in K-12 classrooms. Featuring research on topics such as educational philosophy and skillful learning techniques, this book is ideally designed for software developers, educators, researchers, psychologists, instructional designers, curriculum developers, principals, academicians, and students seeking coverage on the emerging role that newly developed software plays in early education.

The richly illustrated Interactive Web-Based Data Visualization with R, plotly, and shiny focuses on the process of programming interactive web graphics for multidimensional data analysis. It is written for the data analyst who wants to leverage the capabilities of interactive web graphics without having to learn web programming. Through many R code examples, you will learn how to tap the extensive functionality of these tools to enhance the presentation and exploration of data. By mastering these concepts and tools, you will impress your colleagues with your ability to quickly generate more informative, engaging, and reproducible interactive graphics using free and open source software that you can share over email, export to pdf, and more. Key Features: Convert static ggplot2 graphics to an interactive web-based form Link, animate, and arrange multiple plots in standalone HTML from R Embed, modify, and respond to plotly graphics in a shiny app Learn best practices for visualizing continuous, discrete, and multivariate data Learn numerous ways to visualize geo-spatial data This book makes heavy use of plotly for graphical rendering, but you will also learn about other R packages that support different phases of a data science workflow, such as tidyr, dplyr, and tidyverse. Along the way, you will gain insight into best practices for visualization of high-dimensional data, statistical graphics, and graphical perception. The printed book is complemented by an interactive website where readers can view movies demonstrating the examples and interact with graphics.

This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science education. The book draws on the insights from cognitive psychology, science, and education, by experts from five countries. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages.

A visually intuitive approach to statistical data analysis Visual Statistics brings the most complex and advanced statistical methods within reach of those with little statistical training by using animated graphics of the data. Using ViSta: The Visual Statistics System-developed by Forrest Young and Pedro Valero-Mora and available free of charge on the Internet-students can easily create fully interactive visualizations from relevant mathematical statistics, promoting perceptual and cognitive understanding of the data's story. An emphasis is placed on a paradigm for understanding data that is visual, intuitive, geometric, and active, rather than one that relies on convoluted logic, heavy mathematics, systems of algebraic equations, or passive acceptance of results. A companion Web site complements the book by further demonstrating the concept of creating interactive and dynamic graphics. The book provides users with the opportunity to view the graphics in a dynamic way by illustrating how to analyze statistical data and explore the concepts of visual statistics. Visual Statistics addresses and features the following topics: * Why use dynamic graphics? * A history of statistical graphics * Visual statistics and the graphical user interface * Visual statistics and the scientific method * Character-based statistical interface objects * Graphics-based statistical interfaces * Visualization for exploring univariate data This is an excellent textbook for undergraduate courses in data analysis and regression, for students majoring or minoring in statistics, mathematics, science, engineering, and computer science, as well as for graduate-level courses in mathematics. The book is also ideal as a reference/self-study guide for engineers, scientists, and mathematicians. With contributions by highly regarded professionals in the field, Visual Statistics not only improves a student's understanding of statistics, but also builds confidence to overcome problems that may have previously been intimidating.

Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "errors": as Cognitive Psychologists have demonstrated, these deviations may be either valid heuristics that succeed in the environments in which humans have evolved, or biases that are caused by a lack of adaptation to abstract information formats. Humans, as the cognitive psychologist and economist Herbert Simon claimed, do not usually optimize, but rather satisfice, even when solving problem. This Research Topic aims at demonstrating that these insights have had a decisive impact on Mathematics Education. We want to stress that we are concerned with the view of bounded rationality that is different from the one espoused by the heuristics-and-biases program. In Simon’s bounded rationality and its direct descendant ecological rationality, rationality is understood in terms of cognitive success in the world (correspondence) rather than in terms of conformity to content-free norms of coherence (e.g., transitivity).