This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.
Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education.
Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.
Mathematics standards in the United States describe communication as an essential part of mathematics. One outlet for communication is writing. To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.