Mathematics
Mapping Developmental Trajectories of Students' Conceptions of Integers
Learning Mathematics of the City in the City
Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers
The Impact of Early Algebra on Students' Algebra-Readiness
Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl)
Children's Understanding of Functions in Grades K-2
Navigating to NGSS Success: Identifying a Research Agenda
Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.
The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.
Perspectives on Mathematics Classroom Discourse
In this session, presenters describe three different approaches to studying mathematics classroom discourse. Participants analyze discourse and discuss benefits and potential drawbacks of various approaches to analysis.
In the past 20 years, mathematics education research has seen a turn toward the social and, consequently, discursive aspects of learning (Kieran, Forman, & Sfard, 2001; Ryve, 2011). A heightened attention to discursive features of instruction is seen in the recent publication Principles to Actions (NCTM, 2014), which describes an ambitious image of mathematics teaching and learning for the 21st century.
Four Perspectives on the Nature and Effectiveness of STEM-focused High Schools
Four projects investigating the characteristics and effectiveness of STEM-focused high schools present their contrasting methods and early findings.
This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.