What's New on CADREK12.org
Event | NSF Advanced Technological Education (ATE); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/ate-advanced-technological-ed….
Learn more at https://www.nsf.gov/funding/opportunities/ate-advanced-technological-ed….
Posted:
Event | NSF Historically Black Colleges and Universities – Excellence in Research (HBCU – EiR); Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/opportunities/hbcu-eir-historically-black-c….
Learn more at https://www.nsf.gov/funding/opportunities/hbcu-eir-historically-black-c….
Posted:
Event | NSF Collaboratory to Advance Mathematics Education and Learning for K-12; Phase I Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Posted:
Event | Spencer Foundation; Large Research Grants on Education; Pre-proposal Deadline
Learn more at https://www.spencer.org/grant_types/large-research-grant.
Learn more at https://www.spencer.org/grant_types/large-research-grant.
Posted:
Event | NSF Growing Convergence Research (GCR); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/gcr-growing-convergence-resea….
Learn more at https://www.nsf.gov/funding/opportunities/gcr-growing-convergence-resea….
Posted:
Event | NSF Collaboratory to Advance Mathematics Education and Learning for K-12; Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Posted:
Event | William T. Grant Foundation | Research Grants on Reducing Inequality; Full Proposal Deadline
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-reducing-inequ….
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-reducing-inequ….
Posted:
Event | William T. Grant Foundation; Research Grants on Improving the Use of Research Evidence; Full Proposal Deadline
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-improving-use-….
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-improving-use-….
Posted:
Announcement | NSF Announces Organizational Realignment
The National Science Foundation has announced an organizational realignment. See the new organizational chart: https://www.nsf.gov/od/updates/nsf-announces-organizational-realignment
The National Science Foundation has announced an organizational realignment. See the new organizational chart: https://www.nsf.gov/od/updates/nsf-announces-organizational-realignment
Posted:
Resource | The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Posted:
Resource | The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Posted:
Resource | NERIF: GPT-4V for Automatic Scoring of Drawn Models
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision)…
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision)…
Posted:
Resource | Middle School Students’ Meanings of Points from Quantitative and Covariational Reasoning Perspectives
We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of meanings: iconic and quantitative. We then introduce four distinct subcategories of meanings: (a) iconic and transformed iconic translations (a point…
We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of meanings: iconic and quantitative. We then introduce four distinct subcategories of meanings: (a) iconic and transformed iconic translations (a point…
Posted:
Resource | Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can…
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can…
Posted:
Resource | Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities
Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy…
Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy…
Posted:
Resource | How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design…
American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design…
Posted:
Resource | Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video
An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent…
An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent…
Posted:
Resource | Exploring the Opportunities for Reasoning and Proving in Mathematical Tasks Designed by Secondary Prospective Teachers
This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and…
This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and…
Posted:
Resource | Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis
This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for…
This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for…
Posted:
Resource | Dispositional Reactions and Knowledge Invoked in Mathematical Problem Posing: Case Study of Three Undergraduate Students
This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke. All three students commented on the value of problem posing, as problem posing invited them to see the entirety of the problem situation and understand it. In…
This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke. All three students commented on the value of problem posing, as problem posing invited them to see the entirety of the problem situation and understand it. In…
Posted:
Resource | Becoming a Responsive Mathematics Teacher: Centering Student Thinking in K–8 Classrooms
This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the…
This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the…
Posted:
Resource | Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science
Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews…
Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews…
Posted:
Newsletter | December 2025 Newsletter
Dear Colleagues, This month, CADRE’s newsletter features our annual review of the past year’s most popular content. We hope you enjoy this look back. As we reflect on the year, we also note a significant development: the closing of the DRK–12 program. In past years, November marked the deadline for DRK–12 proposal submissions; instead, the program has now been discontinued. To honor and better…
Dear Colleagues, This month, CADRE’s newsletter features our annual review of the past year’s most popular content. We hope you enjoy this look back. As we reflect on the year, we also note a significant development: the closing of the DRK–12 program. In past years, November marked the deadline for DRK–12 proposal submissions; instead, the program has now been discontinued. To honor and better…
Posted:
Resource | Hazbot: Next-Generation AI Supports Student Inquiry of Natural Hazards
The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power of artificial intelligence to help middle school students explore wildfires, floods, and hurricanes through scientific simulations—building critical knowledge and science…
The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power of artificial intelligence to help middle school students explore wildfires, floods, and hurricanes through scientific simulations—building critical knowledge and science…
Posted:
Event | Playful Pathways to AI Literacy in Informal STEM (Part 1)
Playful Pathways to AI Literacy in Informal STEM (Part 1) This REVISE and NYSCI webinar was presented on Tuesday, Dec. 2, 2025 How can we build effective AI literacy programs in informal learning spaces? This webinar was the first session in the two-part Playful Pathways to AI Literacy in Informal STEM series. This collaboration between the REVISE Center and the New York Hall of Science—…
Playful Pathways to AI Literacy in Informal STEM (Part 1) This REVISE and NYSCI webinar was presented on Tuesday, Dec. 2, 2025 How can we build effective AI literacy programs in informal learning spaces? This webinar was the first session in the two-part Playful Pathways to AI Literacy in Informal STEM series. This collaboration between the REVISE Center and the New York Hall of Science—…
Posted:
Event | Playful Pathways to AI Literacy in Informal STEM (Part 2)
Playful Pathways to AI Literacy in Informal STEM (Part 2) Wednesday, Dec. 17, 2025 10am – 1pm HST / 12pm – 1pm PST / 3pm – 4pm EST This webinar is part 2 of REVISE's 2-part series, Playful Pathways to AI Literacy in Informal STEM and explores how informal STEM education (ISE) researchers, practitioners and community members are bringing artificial intelligence (AI) to life in fun, accessible ways…
Playful Pathways to AI Literacy in Informal STEM (Part 2) Wednesday, Dec. 17, 2025 10am – 1pm HST / 12pm – 1pm PST / 3pm – 4pm EST This webinar is part 2 of REVISE's 2-part series, Playful Pathways to AI Literacy in Informal STEM and explores how informal STEM education (ISE) researchers, practitioners and community members are bringing artificial intelligence (AI) to life in fun, accessible ways…
Posted:
Resource | Transdisciplinary STEM: Converging Around Inquiry
The disciplines provide a wealth of resources to make sense of complex problems; when taking a transdisciplinary approach, students have the opportunity to engage in inquiry with local issues of meaning that can allow for deeper learning and engagement. Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that…
The disciplines provide a wealth of resources to make sense of complex problems; when taking a transdisciplinary approach, students have the opportunity to engage in inquiry with local issues of meaning that can allow for deeper learning and engagement. Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that…
Posted:
Resource | Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and…
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and…
Posted:
Resource | Seeing Science Through Play: Three Lenses to Enhance Early Learning
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
Posted:
Resource | Seeing Science Through Play: Three Lenses to Enhance Early Learning
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
Posted: