Measurement

Classroom-Based STEM Assessment: Contemporary Issues and Perspectives

Image
Author/Presenter

Christopher J. Harris, Eric Wiebe, Shuchi Grover, James W. Pellegrino, Eric Banilower, Arthur Baroody, Erin Furtak, Ryan “Seth” Jones, Leanne R. Ketterlin-Geller, Okhee Lee, Xiaoming Zhai

Year
2023
Short Description

This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.

Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories

Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited. We previously introduced, refined, and validated a developmental progression – the cognitive core of a learning trajectory – for length measurement in the early years. A complete learning trajectory includes instructional activities and pedagogical strategies, correlated with each level of the developmental progression. This study evaluated a portion of our learning trajectory, focusing on the instructional component.

Author/Presenter

Julie Sarama

Douglas H. Clements

Jeffrey E. Barrett

Craig J. Cullen

Aaron Hudyma

Yuly Vanegas

Lead Organization(s)
Year
2021
Short Description

This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others developing positive new behaviors (but not sufficient to progress to a new level).

A Study of the Impact of an Early Childhood Intervention on STEM Learning

The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning. These presentation slides were prepared for the 2020 Annual International NARST Conference.

Author/Presenter

Charlene Czerniak

Joan Kaderavek

Peter Paprzycki

Scott Molitor

Susanna Hapgood

Jeanna Heuring

Grant Wilson

Lead Organization(s)
Year
2020
Short Description

The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning. These presentation slides were prepared for the 2020 Annual International NARST Conference.

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)

Learning and Teaching Measurement: Coordinating Quantity and Number

Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 355–385). Reston, VA: National Council of Teachers of Mathematics.

Author/Presenter

John P. Smith III

Jeffrey E. Barrett

Lead Organization(s)
Year
2017
Short Description

This chapter focused on learning and teaching measurement.

Children’s Measurement: A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume

Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Author/Presenter

Jeffrey E. Barrett

Douglas H. Clements

Julie Sarama

Year
2017
Short Description

This monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Author/Presenter

Douglas H. Clements

Julie Sarama

Jeffrey E. Barrett

Craig J. Cullen

Aaron Hudyma

Ron Dolgin

Amanda L. Cullen

Cheryl L. Eames

Year
2018
Short Description

In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization
Day
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time
-

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types

Data-Intensive Research in Education: New Opportunities for Making an Impact

STEM Categorization
Day
Thu

Join a facilitated discussion about the application of data science to education, drawing on a recent NSF-sponsored report. Participants share insights from DR K–12 projects.

Date/Time
-

The Computing Research Association’s report from an NSF-sponsored workshop describes seven next steps for data-intensive research in education:

Session Types