INFEWS/T4: The INFEWS-ER: a Virtual Resource Center Enabling Graduate Innovations at the Nexus of Food, Energy, and Water Systems
This project will provide a virtual environment for completing the Food, Energy, and Water (FEW) graduate student experience. The proposed work facilitates a transition from interdisciplinary to transdisciplinary training of existing faculty and current graduate students through a virtual resource center to help develop systematic processes for interdisciplinary thinking about large societal problems, especially those at the nexus of food, energy, and water.
This project will provide a virtual environment for completing the Food, Energy, and Water (FEW) graduate student experience, thereby facilitating the generation of human capital who can address grand challenges at the nexus of food, energy, and water. The INFEWS-ER will provide educational resources (ER) targeting innovations at the nexus of FEW by combining the fundamental sciences of food, energy, and water with the skills and knowledge of interdisciplinary problem solving and the latest computational modeling and analysis tools and data. These individuals will be capable of analyzing scenarios at the scale of nations, continents, and the globe. The INFEWS-ER will offer certificate programs where FEW Graduate Scholars can demonstrate their capabilities in interdisciplinary thinking, Big Data, and computational modeling and analysis, thereby receiving a credential demonstrating their level of achievement. Further, The INFEWS-ER will offer a faculty fellowship program to incentivize a network of academics that will provide a scaffolded learning environment for graduates, effectively creating a hub for INFEWS research, education, and training.
The proposed work facilitates a transition from interdisciplinary to transdisciplinary training of existing faculty and current graduate students (who will become future faculty, practitioners, and policy makers) through a virtual resource center that will be accessible beyond the project team and project timeframe. Students will develop systematic processes for interdisciplinary thinking. They will be in the best possible position to target large societal problems, especially those at the nexus of food, energy, and water. New, interdisciplinary solutions will emerge, solutions that are sensitive to a wider array of constraints and ideals. Those solutions will reflect the best possible integration of technological, socio-economic, and socio-political constructs. Project impacts include educational and workforce development of the next generation of academics, multi-institution collaboration, and enhanced infrastructure for transdisciplinary research and education. The INFEWS-ER also has the potential to influence the way interdisciplinary research and education is implemented in the future through the archival dissemination of not only learning modules, but also the evaluations and lessons learned from the implementation of the center.
This project will support the participation of 55 U.S. K-12 mathematics teachers or supervisors, graduate students, community college/university mathematics teachers, mathematicians, mathematics teacher educators and mathematics education researchers to attend the Thirteenth International Congress for Mathematical Education (ICME-13) to be held in Hamburg, Germany, July 24-31, 2016. The project will also prepare an educational status report (called the Fact Book) for the United States.
This project will support the participation of 55 U.S. K-12 mathematics teachers or supervisors, graduate students, community college/university mathematics teachers, mathematicians, mathematics teacher educators and mathematics education researchers to attend the Thirteenth International Congress for Mathematical Education (ICME-13) to be held in Hamburg, Germany, July 24-31, 2016. The project will also prepare an educational status report (called the Fact Book) for the United States. The research team will report on the state of U.S. mathematics education in 2016, through a Fact Book that builds from those published for ICMEs 9, 10, 11, and 12.
Through participation in the conference, American math educators will interact with mathematics educators from many countries and learn about their current math education practices concerning curriculum development, the use of technology in learning mathematics, strategies for reaching all students, teacher education and ongoing teacher professional development. The project is supported major national mathematics research and professional societies including the National Council of Teachers of Mathematics, Association of Mathematics Teacher Educators, United States National Commission on Mathematical Instruction, Mathematical Association of America, American Mathematical Society and American Mathematical Association of Two Year Colleges. Participants will disseminate information and resources from the conference through these mathematics organizations, math education journals, and social media.
The Discovery Research K-12 (DRK-12) program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This conference will advance the understanding of the U.S mathematics community regarding current international research and development in mathematics education, addressing the Teaching and Learning strands of the DRK-12 program.
Centers for Learning and Teaching: Research to Identify Changes in Mathematics Education Doctoral Preparation and the Production of New Doctorates
This project will research the programmatic changes that resulted from the NSF investment in Centers for Learning and Teaching of Mathematics (CLT) at the 31 participating institutions. It will provide information on the core elements of doctoral preparation in mathematics education at the institutions and ways in which participation in the CLTs has changed their programs.
The quality of the mathematical education provided to teachers and ultimately to their students depends on the quality of teacher educators at the colleges and universities. For several decades, there has been a shortage of well-prepared mathematics teacher educators. Doctoral programs in mathematics education are the primary ways that these teacher educators learn the content and methods that they need to prepare teachers, but the quality of these programs varies and the number of qualified graduates has been insufficient to meet the demand.
This project will research the programmatic changes that resulted from the NSF investment in Centers for Learning and Teaching of Mathematics (CLT) at the 31 participating institutions. It will provide information on the core elements of doctoral preparation in mathematics education at the institutions and ways in which participation in the CLTs has changed their programs. It will also gather data on the number of doctorates in mathematics education from the CLT institutions prior to the establishment of the CLT and after their CLT ended. A comparison group of Doctoral granting institutions will be studied over the same time frame to determine the number of doctoral students graduated during similar time frames as the CLTs. Follow-up data from graduates of the CLTs will be gathered to identify programmatic strengths and weaknesses as graduates will be asked to reflect on how their doctoral preparation aligned with their current career path. The research questions are: What were the effects of CLTs on the production of new doctorates in mathematics education? What changes were made to doctoral programs in mathematics education by the CLT institutions? How well prepared were the CLT graduates for various career paths?
The Nanoscale Science and Engineering Education (NSEE) Center for Learning and Teaching (NCLT) would focus on the research and development of nano-science instructional resources for grades 7-16, related professional development opportunities for 7-12 teachers, and programs infused with nano-science content for education doctoral students.
The Center would bring together educators and scientists from several areas of nano-science and engineering research to collaborate with science teachers and doctoral candidates in education on both the development of the resources and research on their efficacy. The PI has prior experience as director of the Materials World Modules project, an NSF-funded curriculum currently in use in several secondary schools across the country. Lead partners in the proposed Center are Northwestern University, Purdue University, University of Michigan, University of Illinois at Chicago and University of Illinois at Urbana-Champaign. Additional partners include Argonne National Laboratory, West Point Military Academy, Alabama A & M University, Fisk University, Hampton University, Morehouse College and University of Texas at El Paso. The additional partners will widen the geographic range of the project, expanding opportunities to reach a diverse and currently underrepresented population of graduate students, teachers and ultimately students.
STEM and Education faculty and researchers from the partner institutions would participate in interdisciplinary teams to address the Center's mission:
- Provide national education leadership and resources for advancing NSEE
- Create and implement professional development programs in NSEE
- Use innovative ideas in learning to design instructional materials for grades 7-16
- Conduct research relating to integration of NSEE into science, technology, engineering and mathematics (STEM) education.
This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education.
This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The proposed site for the study is a small, predominately African-American pk-12 school. The study seeks to identify opportunities for mathematical learning by young children across multiple contexts, to map varied performances of mathematical competence by young children, to chart changes in young children's mathematical performance over time, and to design and assess the impact of case studies for teacher education that explore young children's mathematical competencies. Research questions focus on mathematical opportunities for learning in various contexts, children's development of knowledge, skills, and dispositions over time, the characteristics of competent mathematical performances, and the role of case studies in helping beginning teachers to understand young minority children's mathematical thinking. Data collected will include video tapes of classroom activities, written fieldnotes of formal and informal settings, student work, parent focus group transcripts, and children's interview performances. Analysis will involve both thematic coding and construction of case studies. The overarching goal of this project is to transform the ways that researchers think about and study the mathematical learning of young minority children as well as the quality of schooling these children experience.
Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Maher)
This project is working to create a cyber infrastructure that supports development and documentation of additional interventions for teacher professional development using the video collection, as well as other videos that might be added in the future by teacher educators or researchers, including those working in other STEM domains.
The Video Mosaic Collaborative features videos of student mathematics reasoning, tools and services to encourage learning, research and practices fostering the development of student reasoning. The VMC is a collection and service portal intended to support three primary audiences—teacher educators and their pre-service and in-service students, practicing teachers, and researchers. The Video Mosaic Collaborative features a 22-year longitudinal study of students’ mathematical reasoning skills as they are developed from elementary through high school grades. The VMC has been carefully designed to leverage the insights and strategies that can be mined in this extensive and unique video collection featuring observations, interventions and interviews with students solving mathematics problems in the classroom and in informal learning settings. A careful metadata strategy was designed by the library and education research partners in collaboration to capture elements for searching that include forms of reasoning and heuristics, math strand, math problem, NCTM standards, grade level and type of educational environment. Students and researchers are identified and can be individually tracked through the collection. Transcripts, student work and dissertations resulting from the videos are linked in metadata. Tools, such as the VMCAnalytic, a video annotation and analysis tool, are provided to enable registered participants to reuse the videos for instruction, study and research by creating personal clips and combining clips to accomplish research goals such as demonstrating changes in reasoning for an individual student studying probability over several video sessions. Unlike other video annotation tool, the VMC analytic creates XML-based independent resources that can be kept private in the researcher’s workspace but that can also be shared. Shared analytics will be mined for keywords, which will retrieve the video(s) being analyzed, thus adding user tagging to the metadata for the videos. The analytic resources created are not independently searched and displayed but will display as part of the context for the videos in the collection, along with student work, dissertations, and ultimately published articles, etc., all of which form the critical context of research and study surrounding each video.
Different search strategies, guidance in using videos and opportunities to consult or collaborate with others will be provided for each primary audience of the VMC. The latest iteration of the portal, with collections and services available for immediate use, will be presented and demonstrated at the DRK12 Principal Investigators’ meeting poster session. Visitors to the poster will be encouraged to search the portal and to create a small analytic, in a hands-on, interactive one on one demonstration. We believe that the VMC makes a unique and significant contribution to the efforts of teacher educators, practicing teachers and researchers to discover insights and develop innovative strategies to support the development of student reasoning in mathematics education.