Mathematics

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

Online STEM credit courses have become attractive to school leaders as a way to support students who fail STEM courses in face-to-face school year settings. However, there is little research about the processes involved in how schools make decisions regarding student credit recovery. This study is engaged in data collection in high schools in a diverse county including credit recovery classroom observations, interviews, and administrative data to measure and evaluate policies around credit recovery.

This project provides rural middle school teachers and career counselors professional development, and the support needed to collaborate with each other and local community assets in designing, integrating, and implementing effective STEM content and career development activities. School teams co-develop project-based learning units that incorporate a place-based education perspective involving STEM assets, careers, and stakeholders from the local communities for middle school rural youth that intentionally infuse STEM careers in their area with STEM content.

The Math Partners intervention is informed by the concepts of Funds of Knowledge and Community Cultural Wealth that inform our growing understanding of how to help teachers partner with families to support early math learning. Teachers receive Practice-Based Coaching in small groups with other teachers and will form design teams in each Math Partners classroom. The design teams of teachers and families will inform how the teachers provide math activities, materials, and instruction.

We explored the impacts of enhanced Integrated Math I exit tickets that support students in determining how well they know material compared to typical exit tickets. We hypothesized that these enhancements would improve students' confidence calibration, mathematics self-efficacy, mastery-approach goals, and mathematics performance more than typical exit tickets. We used a pretest-intervention-posttest design, with students randomly assigned to one of two conditions within their classroom: 1) enhanced exit tickets or 2) typical exit tickets.

The purpose of our project is to develop, test, and refine children’s computational thinking (CT) learning progressions. This research will provide early elementary educators and curriculum designers with a framework for understanding children’s development of CT and will inform future CT instruction efforts for standards, curricula, teaching practices, and assessment. This project will also provide valuable information about how to integrate CT into early mathematics education in feasible and accessible ways for classrooms.

Data science is transforming science and industry, with a strong demand for skilled professionals. The LogicDataScience (LogicDS) curriculum at Florida Virtual Schools (FLVS) introduces high school students to this field and related careers, aiming to overcome educational barriers, particularly for rural students lacking access to STEM courses and qualified teachers.

Data science is transforming science and industry, with a strong demand for skilled professionals. The LogicDataScience (LogicDS) curriculum at Florida Virtual Schools (FLVS) introduces high school students to this field and related careers, aiming to overcome educational barriers, particularly for rural students lacking access to STEM courses and qualified teachers.