What's New on CADREK12.org

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?...
Posted: Monday, May 25
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...
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...
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...
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...
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...
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,...
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.
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...
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...
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.
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...
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...
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,...
Posted: Thursday, May 21
Posted: Thursday, May 21
Project | Place-Based Learning for Elementary Science at Scale (PeBLES2)
To support equitable access to place-based science learning opportunities, Maine Mathematics and Science Alliance in collaboration with BSCS Science Learning, will develop and test a model to support 3rd-5th grade teachers in incorporating locally or culturally relevant place-based phenomena into rigorously tested curricular units that meet the expectations of the NGSS. The project team will...
Posted: Thursday, May 21
Project | Fostering Equitable Groupwork to Promote Conceptual Mathematics Learning
This exploratory study involves a long-term partnership between the principal investigator (PI) and a middle school teacher and her students. Two major goals of the study are to describe how students learn to collaborate with one another over time to make sense of mathematics, and how students and their teacher negotiate what constitutes equitable collaboration, with African American students'...
Posted: Thursday, May 21
CAREER Spotlight | Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics (NSF #1553708)
We are studying how to create high school math classrooms where bilingual students who are classified as English learners (ELs) can participate in robust classroom discussions. Our redesign focuses on creating accessible and powerful curriculum materials, developing equitable instructional routines, and supporting student engagement in mathematical discourse practices.
Posted: Thursday, May 21
Project | Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science
This project will develop a set of educational resources, assessment tools and teacher professional development (PD) activities to support teachers in developing knowledge of CS content and standards. Improved CS instruction that is responsive to the needs and challenges of the student population is particularly critical in school districts with a large population of students who are typically...
Posted: Thursday, May 21
CAREER Spotlight | Proof in Secondary Classrooms: Decomposing a Central Mathematical Practice (PISC Project) (NSF #1453493)
Through lesson study, the PISC Project explores the effect of an intervention to support the teaching and learning of proof in secondary geometry. PISC takes as its premise that if we scaffold proof, by first teaching particular sub-goals of proof, then students will be more successful with proof later on.
Posted: Thursday, May 21
CAREER Spotlight | Spreading Computational Literacy Equitably via Integration of Computing in Preservice Teacher Preparation (NSF #1941642)
This project studies the effect of integrating computing into preservice teacher programs across grade bands and disciplines. The project explores how to connect computing concepts and integration activities to teachers' subject area knowledge and teaching practice, and which computing concepts are most valuable for general computational literacy.
Posted: Thursday, May 21
CAREER Spotlight | Noticing and Using Students’ Prior Knowledge in Problem-based Instruction (NSF #1253081)
For this project, we created an adaptation to lesson study. Teachers discussed animations made by the research team to get ideas for planning a problem-based lesson. We recorded the teachers’ implementation of the lessons and led video clubs in the reflection step for teachers to pay attention to student thinking.
Posted: Thursday, May 21
CAREER Spotlight | Promoting Equitable and Inclusive STEM Contexts in High School (NSF #1941992)
This project centers on creating STEM classrooms where students from all backgrounds feel included and empowered to intervene if they observe stereotyping, bias, and prejudice. Using surveys and interviews of adolescents as well as testing a new intervention, the findings will document factors related to resilience in STEM fields.
Posted: Thursday, May 21
CAREER Spotlight | Cultivating Teachers’ Epistemic Empathy to Promote Responsive Teaching (NSF #1844453)
This project aims to study and cultivate science and mathematics teachers’ “epistemic empathy”—their capacity for tuning into and valuing someone’s cognitive and emotional experiences in the process of constructing, communicating, and critiquing knowledge. The research will examine how such empathy influences teachers’ responsiveness and how it shapes students’ engagement.
Posted: Thursday, May 21
CAREER Spotlight | Supporting Model Based Inference as an Integrated Effort Between Mathematics and Science (NSF #1942770)
This project is exploring how to productively coordinate instruction around data, statistics, modeling, and inference in middle grades mathematics and science classes. We will conduct design-based research to develop and study innovative tools that support students to generate knowledge about ecological systems by using models of variability to make inferences.
Posted: Thursday, May 21
CAREER Spotlight | Investigating Differentiated Instruction and Relationships between Rational Number Knowledge and Algebraic Reasoning in Middle School (IDR2eAM) (NSF #1252575)
This project is investigating how to differentiate instruction to meet middle school students’ mathematical learning needs. We are also investigating how students’ ideas about rational numbers and algebra are related. We have studied the PI’s teaching of students in after school classes and then in classrooms, co-teaching with teachers.
Posted: Thursday, May 21
CAREER Spotlight | Implement Mathematical Modeling for Emergent Bilinguals (IM2EB) (NSF #1941668)
Responding to the rapid increase of emergent bilinguals (EBs) and their need to learn quality mathematics, this project implements modeling through co-developing and co-teaching with math teachers. This study investigates how mathematics teachers change their positioning and practices for EBs through a teacher-researcher collaboration of effective mathematical modeling instructions.
Posted: Thursday, May 21
CAREER Spotlight | L-MAP: Pre-service Middle School Teachers’ Knowledge of Mathematical Argumentation and Proving (NSF #1350802)
This project supports grades 1-8 prospective teachers in developing knowledge and dispositions for teaching and learning K-8 mathematics with a focus on mathematical argumentation. The project explores the development of prospective teachers’ knowledge of argumentation in mathematics and mathematics-focused pedagogy and field experience courses and follows them into their student-teaching...
Posted: Thursday, May 21

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