Broadening Participation

Making Mathematical Thinking Visible

For English language learners, diagrams can be a powerful tool to develop and communicate mathematical understanding. Imagine being a 6th grade student who is still learning English, sitting in a mathematics classroom and trying to navigate the lesson. You might wonder: What is the teacher saying I should do? Did my classmates solve it the way I did? Will the other students laugh at me when I try to explain how I solved the problem?

Author/Presenter: 
Johannah Nikula
Jill Neumayer DePiper
Mark Driscoll
Year: 
2019
Short Description: 

This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter: 
Stephanie M. Stehle
Erin E. Peters-Burton
Lead Organization(s): 
Year: 
2019
Short Description: 

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Author/Presenter: 
Kara Jackson
Lynsey Gibbons
Charlotte J. Sharpe
Lead Organization(s): 
Year: 
2017
Short Description: 

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter: 
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Lead Organization(s): 
Year: 
2019
Short Description: 

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Rhizome and Seasonal Storyline for Field-based Science

This tool, Rhizome, contains three foundational pillars: complex socio-ecological systems, nature-culture relations, and field-based science learning, with student learning and sense making made central. The Seasonal Storyline engages learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Author/Presenter: 
Learning in Places
Lead Organization(s): 
Year: 
2019
Short Description: 

This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter: 
CRIS Project Team
Lead Organization(s): 
Year: 
2019
Short Description: 

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Year: 
2019
Short Description: 

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

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