What's New on CADREK12.org
Project | Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together (Collaborative Research: Civil)
The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction,...
The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction,...
Posted: Monday, June 08
Project | Enhancing Energy Literacy through Place-based Learning: Using the School Building to Link Energy Use with Earth Systems
This exploratory project will design, pilot, and evaluate a 10-weeek, energy literacy curriculum unit for a program called Energy and Your Environment (EYE). In the EYE curriculum, students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from...
This exploratory project will design, pilot, and evaluate a 10-weeek, energy literacy curriculum unit for a program called Energy and Your Environment (EYE). In the EYE curriculum, students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from...
Posted: Monday, June 08
Project | Paving the Way for Fractions: Identifying Foundational Concepts in First Grade (Collaborative Research: Jordan)
The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this...
The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this...
Posted: Monday, June 08
Project | Paving the Way for Fractions: Identifying Foundational Concepts in First Grade (Collaborative Research: Newcombe)
The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this...
The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this...
Posted: Monday, June 08
Project | Preparing Teachers to Design Tasks to Support, Engage, and Assess Science Learning in Rural Schools
This study focuses on working with teachers to develop assessment practices that focuses on the three NGSS dimensions of science ideas, practices and cross-cutting concepts, and adds two more dimensions; teachers will develop assessment tasks interesting to students, and promote the development of their science identities. To advance equitable opportunities for all students to learn science, this...
This study focuses on working with teachers to develop assessment practices that focuses on the three NGSS dimensions of science ideas, practices and cross-cutting concepts, and adds two more dimensions; teachers will develop assessment tasks interesting to students, and promote the development of their science identities. To advance equitable opportunities for all students to learn science, this...
Posted: Monday, June 08
Project | Understanding the Role of Lesson Study in K-12 Mathematics and Science Teacher Education
This conference will shed light on how mathematics and science teacher educators are currently using lesson study to prepare pre-service teachers. The project will improve teacher educators' understanding of how lesson study can be optimized to teach pre-service teachers which will help bring this technique to the future teachers in their programs.
This conference will shed light on how mathematics and science teacher educators are currently using lesson study to prepare pre-service teachers. The project will improve teacher educators' understanding of how lesson study can be optimized to teach pre-service teachers which will help bring this technique to the future teachers in their programs.
Posted: Monday, June 08
Project | Building Environmental and Educational Technology Competence and Leadership Among Educators: An Exploration in Virtual Reality Professional Development
This project will bring locally relevant virtual reality (VR) experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around...
This project will bring locally relevant virtual reality (VR) experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around...
Posted: Monday, June 08
Organization | Southern University
Posted: Monday, June 08
Resource | Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners
Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers? View Recording & Slides:
Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers? View Recording & Slides:
Posted: Friday, June 05
Early Career News | Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners
Jessica Hunt (CAREER Awardee) helped lead a virtual discussion with DRK-12 colleagues Amy Brodesky, Karen Mutch-Jones and Judy Storeygard that focused on the question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers? Slides and a recording of the webinar are available at the...
Jessica Hunt (CAREER Awardee) helped lead a virtual discussion with DRK-12 colleagues Amy Brodesky, Karen Mutch-Jones and Judy Storeygard that focused on the question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers? Slides and a recording of the webinar are available at the...
Posted: Thursday, June 04
Event | TODOS: Mathematics for ALL 2021 Conference; Scottsdale, AZ
To learn more, visit https://www.todos-math.org/todos_2021.
To learn more, visit https://www.todos-math.org/todos_2021.
Posted: Tuesday, June 02
Resource | Webinar Resources: Managing Your NSF Grant
NSF grants and program officers led a session on NSF grant policies and grant management procedures. Topics covered included personnel, budgets, notifications and requests, and preparing high quality annual and final reports. Slides & Recording:
NSF grants and program officers led a session on NSF grant policies and grant management procedures. Topics covered included personnel, budgets, notifications and requests, and preparing high quality annual and final reports. Slides & Recording:
Posted: Wednesday, May 27
Early Career News | DRK-12 CAREER Awards Spotlight
24 DRK-12 CAREER awardees were featured in CADRE's May 2020 Spotlight. In the spotlight, learn about the work of these emerging leaders who are developing innovative approaches for improving teaching and learning across STEM disciplines, and hear their advice for developing a successful CAREER proposal and tips for managing a CAREER grant based on their experience.
24 DRK-12 CAREER awardees were featured in CADRE's May 2020 Spotlight. In the spotlight, learn about the work of these emerging leaders who are developing innovative approaches for improving teaching and learning across STEM disciplines, and hear their advice for developing a successful CAREER proposal and tips for managing a CAREER grant based on their experience.
Posted: Wednesday, May 27
Project Spotlight | DRK-12 CAREER Awards
The Faculty Early Career Development (CAREER) Program offers NSF's most prestigious awards in support of early career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Each year, NSF awards foundation-wide CAREER grants for activities that are helping early career faculty build a...
The Faculty Early Career Development (CAREER) Program offers NSF's most prestigious awards in support of early career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Each year, NSF awards foundation-wide CAREER grants for activities that are helping early career faculty build a...
Posted: Tuesday, May 26
Resource | Insight from DRK-12 CAREER Awardees
This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions: Based on your experience applying for a CAREER award, what advice do you have for early career researchers about developing a successful proposal?...
This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions: Based on your experience applying for a CAREER award, what advice do you have for early career researchers about developing a successful proposal?...
Posted: Monday, May 25
Slideshow | Spotlight on DRK-12 CAREER Awards
Posted: Monday, May 25
Resource | Designing ‘Productive Uncertainty’ into Investigations to Support Meaningful Engagement in Science Practices
We want students to engage from the earliest ages in science and engineering practices with sincere curiosity and purpose. Science investigations can be viewed as “working through uncertainty.” However, 3D instructional materials often try to support engagement in science practices by making them very explicit and scaffolding the process to make it easy to accomplish—arguably, too easy. An...
We want students to engage from the earliest ages in science and engineering practices with sincere curiosity and purpose. Science investigations can be viewed as “working through uncertainty.” However, 3D instructional materials often try to support engagement in science practices by making them very explicit and scaffolding the process to make it easy to accomplish—arguably, too easy. An...
Posted: Monday, May 25
Newsletter | May 2020 Newsletter
Dear Colleagues, Congratulations and a warm welcome to the newest DRK-12 award winners. Also, congratulations to DRK-12 STEM for All Video Showcase award winners and all of those who shared a video this year. NSF has released a new DRK-12 solicitation. Some of the changes in this solicitation include an earlier annual submission deadline; clarification of the Impact project type description...
Dear Colleagues, Congratulations and a warm welcome to the newest DRK-12 award winners. Also, congratulations to DRK-12 STEM for All Video Showcase award winners and all of those who shared a video this year. NSF has released a new DRK-12 solicitation. Some of the changes in this solicitation include an earlier annual submission deadline; clarification of the Impact project type description...
Posted: Friday, May 22
Resource | “Approximate” Multiplicative Relationships between Quantitative Unknowns
Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Students were to represent in drawings and equations two multiplicatively related unknown heights (e.g., one was 5 times another). Twelve of the 22 participating students operated with the second...
Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Students were to represent in drawings and equations two multiplicatively related unknown heights (e.g., one was 5 times another). Twelve of the 22 participating students operated with the second...
Posted: Friday, May 22
Resource | Tiering Instruction for Middle School Students
Differentiating instruction (DI) is a pedagogical approach to managing classroom diversity in which teachers proactively adapt curricula, teaching methods, and products of learning to address individual students' needs in an effort to maximize learning for all (Tomlinson, 2005). DI is rooted in formative assessment, positions teachers and students together as learners, and involves providing...
Differentiating instruction (DI) is a pedagogical approach to managing classroom diversity in which teachers proactively adapt curricula, teaching methods, and products of learning to address individual students' needs in an effort to maximize learning for all (Tomlinson, 2005). DI is rooted in formative assessment, positions teachers and students together as learners, and involves providing...
Posted: Friday, May 22
Resource | Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments
In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results...
In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results...
Posted: Friday, May 22
Resource | Restoring Mathematics Identities of Black Learners: A Curricular Approach
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children’s mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum,...
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children’s mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum,...
Posted: Friday, May 22
Resource | Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations
This column provides ideas and techniques to enhance your science teaching. This issue describes a framework for designing and adapting elementary school science investigations. Manz, E. (2019). Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations. Science & Children.
This column provides ideas and techniques to enhance your science teaching. This issue describes a framework for designing and adapting elementary school science investigations. Manz, E. (2019). Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations. Science & Children.
Posted: Friday, May 22
Resource | Backward Transfer Effects when Learning about Quadratic Functions
Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education. Hohensee, C., Willoughby, L., & Gartland, S. (2018, July). Backward transfer effects when learning about quadratic functions. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of...
Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education. Hohensee, C., Willoughby, L., & Gartland, S. (2018, July). Backward transfer effects when learning about quadratic functions. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of...
Posted: Friday, May 22
Resource | Backward Transfer Effects on Action and Process Views of Functions
Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Hohensee, C., Gartland, S., & Willoughby, L. (2019, November). Backward transfer effects on action and process views of functions. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual...
Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Hohensee, C., Gartland, S., & Willoughby, L. (2019, November). Backward transfer effects on action and process views of functions. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual...
Posted: Friday, May 22
Resource | Building Mathematical Knowledge for Teaching Proof in Geometry
Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.
Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.
Posted: Thursday, May 21
Posted: Thursday, May 21
Project | Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador)
This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that...
This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that...
Posted: Thursday, May 21
Project | Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Choppin)
This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that...
This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that...
Posted: Thursday, May 21
Project | Pandemic Learning Loss in U.S. High Schools: A National Examination of Student Experiences
As a result of the COVID-19 pandemic, schools across much of the U.S. have been closed since mid-March of 2020 and many students have been attempting to continue their education away from schools. Student experiences across the country are likely to be highly variable depending on a variety of factors at the individual, home, school, district, and state levels. This project will use two,...
As a result of the COVID-19 pandemic, schools across much of the U.S. have been closed since mid-March of 2020 and many students have been attempting to continue their education away from schools. Student experiences across the country are likely to be highly variable depending on a variety of factors at the individual, home, school, district, and state levels. This project will use two,...
Posted: Thursday, May 21