Mathematics

Culturally Responsive, Affective-focused Teaching of Science and Mathematics

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Broadening participation in STEM requires a change in how K-12 teachers engage and educate students who identify as Black, Indigenous, and People of Color. The CRAFT project provides a field-based science and mathematics teacher education program that supports teaching focused on students’ affective development through culturally responsive practices.

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Creating a Model for Sustainable Ambitious Mathematics Programs in High-Need Settings: A Researcher-Practitioner Collaboration

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In this project we are studying a sustained implementation of ambitious mathematics teaching (AMT) in a high need setting. Our goal is to articulate the demands of AMT, the resources necessary to address those demands, and the tensions between AMT and other internal and external initiatives. We collaboratively developed the model with instructional leaders, students, parents, and teachers. We operate from a definition of AMT that incorporates disciplinary practices as well as asset-based practices.

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Contextualizing Data Education via Project-based Learning

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This project enhances two interdisciplinary project-based learning (PBL) modules from EL Education with authentic data experiences co-designed with science, math, and social studies middle school teachers. Applying “messy” datasets to relevant societal issues within their existing curriculum and subject matter, we used CODAP to introduce data science education skills and ways of thinking and we examined how engaging and empowering students and teachers can help them develop acumen with data and agency as learners.

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Co-Learning Math Teaching Project: Collaborative Structures to Support Learning to Teach Across the Professional Teaching Continuum

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This project addresses questions regarding how teacher education clinical experiences might become a mutually productive site for teacher candidate (TC) and mentor teacher (MT) learning. The goal of this project is to design and study a model of co-learning between TCs and MTs through the development of tools and theory in support of co-learning ambitious, equity-oriented mathematics instruction. We offer insights and challenges of tool design and TC-MT tool use based on multiple design cycles.

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CAREER: Understanding the Routinization of Mathematics Language Routines in Middle and High Schools

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This poster will share the development of a framework around adaptive expertise and mathematics language routines. Our larger project aims to understand how teachers’ learning communities, teachers, and students develop adaptive expertise in their use of mathematics language routines. Hatano and Inagaki (1984) defined an adaptive expert as someone who can perform procedural skills with flexibility and has developed a conceptual understanding of those skills—they can apply them flexibly in multiple situations.

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CAREER: Supporting Model Based Inference as an Integrated Effort Between Mathematics and Science

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In our project we design and study opportunities for mathematics and science teachers to coordinate their instruction to support a more coherent approach to teaching statistical model-based inference in middle school. We aim to help more students develop a deeper understanding of ideas and practices related to measurement, data, variability, and inference.

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CAREER: Investigating Changes in Students' Prior Mathematical Reasoning: An Exploration of Backward Transfer Effects in School Algebra

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This project examines how instructional activities involving quadratic functions influence students’ prior ways of reasoning about linear functions, and develops and refines instructional products for teaching quadratic functions in ways that influence students’ prior ways of reasoning about linear functions in predictable and productive ways.

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CAREER: From Research to Meta-Research to Practice - The Development of an Educational Learning Environment Framework for School Algebra

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This project advances the understanding of teaching and learning of algebra in grades K through 12 by using a methodology that leverages the cumulative power of an analysis of many studies on a topic. This work will synthesize results aggregated from 40 years of research in the field of mathematics education and develop a unified framework to inform parents, students, teachers, other educators, and researchers.

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CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics

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We will share the results of our designed based research project on how to design secondary mathematics lessons which shift the aesthetic opportunities of students. We worked with a group of six high school math teachers and used mathematical story framework to explore how mathematics lessons on topics that are typically described as boring or dull by students can instead be described as surprising or intriguing.

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CAREER: Cultivating Teachers' Epistemic Empathy to Promote Responsive Teaching

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This design-based research project investigates ways to understand and cultivate science and mathematics teachers’ “epistemic empathy”—their capacity for tuning into and valuing students’ intellectual and emotional experiences in constructing, communicating, and critiquing knowledge. The project team develops educative experiences aimed at cultivating teachers’ epistemic empathy, examines the role of such empathy in facilitating responsive teaching, and explores how epistemic empathy can promote more equitable and humanizing learning environments.

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