Achievement

Argumentation Infographic

Research suggests that if students use viable argumentation in their middle school classes, then they will increase their complex mathematical reasoning and mathematics achievement. This is a 2-page infographic detailing the results from a case study.

Author/Presenter

RMC

Lead Organization(s)
Year
2019
Short Description

Research suggests that if students use viable argumentation in their middle school classes, then they will increase their complex mathematical reasoning and mathematics achievement. This is a 2-page infographic detailing the results from a case study.

The Power of Interviewing Students

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

Author/Presenter

Theresa J. MacVicar

Amy R. Brodesky

Emily R. Fagan

Year
2021
Short Description

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks. Student work was documented through the use of smartpen technology which allowed the researchers to "track" students' written work on the proof tasks as well as hear the students' explanations of their thinking about the tasks. Although the two tasks highlighted in this paper were relatively routine triangle congruent proofs, only 7 out of 23 of the sampled students were successful on both proofs.

Author/Presenter

Michelle Cirillo

Jenifer Hummer

Lead Organization(s)
Year
2021
Short Description

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter

Jonathan David Bostic

Lead Organization(s)
Year
2021
Short Description

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Author/Presenter

Ming-Te Wang

Tara L. Hofkens

Lead Organization(s)
Year
2019
Short Description

A school-wide and multi-contextual perspective on student engagement in school.

Issues in Integrating NGSS Standards and Literacy/Language Arts in Grades K–5 Science

STEM Categorization
Day
Thu

Join in a discussion and give feedback on the work of a project integrating science and literacy/language arts, and issues associated with designing and implementing integrated science in K–5 schools.

Date/Time
-
Session Materials

The vision of meaningful learning in science from NGSS and the National Research Council’s A Framework for K-12 Science Education requires reform efforts that address 1) curricular issues (what is being taught); and 2) pedagogical practices (what teaching will look like with emphasis on both the practices of science and engineering and the integration of the Common Core State Standards – English Language Arts).

Session Types

Student Materials, Professional Development, and Assessment Organized Around Habits of Mind in the CCSSM

Day
Tues

Learn about three projects centered on algebraic habits of mind: a puzzle-centric curriculum for middle school and at-risk algebra students, professional development on the Standards for Mathematical Practice, and an assessment for teachers.

 

Date/Time
-
2014 Session Types
Collaborative Panel Session

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

Meaningful Support for Teachers: Specific Ways to Encourage Game-Based Learning in the Classroom

Day
Tues

Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.

Date/Time
-
2014 Session Types
Collaborative Panel Session

The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:

STEM Smart Brief: Raising the Bar: Increasing STEM Achievement for All Students

Author/Presenter

CADRE

Year
2012
Short Description

“When students from non-mainstream backgrounds receive equitable learning opportunities, they are capable of attaining science outcomes comparable to their mainstream peers. The same is true for mathematics and, presumably, for other STEM subjects, as well.” Read this brief to dive further into what can be done to improve the academic achievement of students from all backgrounds.