Videos

A 'vector', isn't that something for mathematicians and physicists? Linguist Weiwei Zhang (KU Leuven) proves the opposite. She uses vectors to study related words and synonyms that appear in different language variants, such as "subway" in American English and "underground" in British English.

We don't know enough about the algorithms used by Academic Social Networks and how they recommend to researchers which papers to read and which scientists to follow. What if these algorithms are unknowingly influencing researchers' activities, and in a way steer what they should work on next?

People are very good at making analogies: our brains can very quickly see similarities between two things and then draw comparisons between them. We're so good at it that we do it unconsciously. Marie-Anne Markey (KU Leuven), with the help of Boris Johnson & Jane Austen, explains how this can be seen in our language...

"Why don't teachers dare use the word 'expert'? Where is that professional pride?" Isabelle Step wants to help change that with her Experto tool.

Did you now that one in five starting teachers will leave education within five years. To help them, Sofie Michels and her colleagues developed "Startkracht", a support tool for beginning primary school teachers.

Co- and teamteaching can be a real added value in education. However, this is not always a success: everything depends on good communication between co-teachers. That is what Mieke Meirsschaut tries to foster - in corona-free times- with amongst other her chat cards.

What do you do when you see a toddler walking around with scissors? Do you panic? Do you get angry? Do you take them off immediately? It's tempting to intervene immediately in such a situation. But no matter how well you mean it, you do deprive a toddler of the opportunity to learn to deal with risks on his or her own.

Elien Bellon tries to find out how we can help children calculate better without letting them repeat math tables over and over again. Does the solution come from Socrates, who states that "true knowledge is to know oneself"?

"5", "five" and "*****" are just the same, aren't they? Well, not exactly: while these symbolic and non-symbolic notations refer to the same magnitude, our brain processes the digit "5", the word "five" and the dot configuration differently. Mila Marinova looks into the psychology behind number processing. Such knowledge can help to make learning mathematics easier for children.

Children should exercise about 60 minutes a day, but figures show that children in Belgium do not meet that standard. Rosalie Coolkens wants to use schools to help children reach that recommended hour of exercise.