Broadening Participation

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design lesson, focusing on what leaders notice and how they propose to intervene to address problematic aspects of the students' experience.

Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices.

Innovative science curricula aim to transform classroom instruction by emphasizing socio-scientific issues (SSI), student-centered inquiry, and culturally relevant pedagogy. Engaging with new and innovative curricula has the potential to stretch teachers’ instructional practices when they fully commit to implementation, challenging them to navigate tensions between their existing approaches and reform-oriented teaching methods. The Expectancy-Value Theory (EVT) and the Interconnected Model of Professional Growth (IMPG) provide a lens for understanding the motivations behind teacher decisions when implementing such curricula and whether these decisions lead to professional learning. This study applies these frameworks to examine how two middle school science teachers, Andrew and Abby, navigated the implementation of the Grand Challenges (GC) curriculum, balancing the perceived costs, values, and challenges of integrating SSI into their instruction.

Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem-solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self-determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research-based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM.

Project Bees is a NSF DRK-12 three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and mindsets through instruction.