What's New on CADREK12.org
Resource | “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.
Posted: Friday, September 13
Resource | Toward a theoretical structure to characterize early probabilistic thinking
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch...
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch...
Posted: Friday, September 13
Event | Inclusion Across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505679&org=DRL&sel_org=...
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505679&org=DRL&sel_org=...
Posted: Thursday, September 12
Event | NSF AISL Virtual Office Hours
Learn more and register at https://register.gotowebinar.com/register/179945373890869004?source=BLOG
Learn more and register at https://register.gotowebinar.com/register/179945373890869004?source=BLOG
Posted: Friday, September 06
Announcement | New NSF DRK-12 Proposal Submission Deadline: November 18, 2019
The DRK-12 proposal submission deadline has been changed to 11/18/19. https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
The DRK-12 proposal submission deadline has been changed to 11/18/19. https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
Posted: Tuesday, September 03
Resource | Gina’s mathematics: Thinking, tricks, or “teaching”?
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching...
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching...
Posted: Friday, August 30
Slideshow | Citizen Science in K-12 Education
Posted: Tuesday, August 27
Resource | Toward Youth Participatory Science: In Search of Science (Education) for the People
Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.
Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.
Posted: Monday, August 26
Resource | Science Curriculum from the Grassroots
Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.
Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.
Posted: Monday, August 26
Resource | Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice
Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.
Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.
Posted: Monday, August 26
Newsletter | August 2019 Newsletter
Dear Colleagues, The 2019 DRK-12 grants have been awarded, and new projects are beginning. Welcome to all the new members of the CADRE community! We send a special congratulations to former CADRE Fellows Camillia Matuk and Jonee Wilson, who have earned new awards. Learn about their exciting and innovative research by exploring the newly funded work. We are also looking forward to welcoming a new...
Dear Colleagues, The 2019 DRK-12 grants have been awarded, and new projects are beginning. Welcome to all the new members of the CADRE community! We send a special congratulations to former CADRE Fellows Camillia Matuk and Jonee Wilson, who have earned new awards. Learn about their exciting and innovative research by exploring the newly funded work. We are also looking forward to welcoming a new...
Posted: Monday, August 26
Early Career News | Former CADRE Fellows receive new DRK-12 awards
Former CADRE Fellows Camillia Matuk (2010-11) and Jonee Wilson (2013-14) are among the recipients of DRK-12 awards for 2019.
Former CADRE Fellows Camillia Matuk (2010-11) and Jonee Wilson (2013-14) are among the recipients of DRK-12 awards for 2019.
Posted: Thursday, August 22
Early Career News | Communities Take Charge
Lissy Goralnik, Jenny Dauer (2012-13 CADRE Fellow), and Carly Lettero co-authored this article for The Science Teacher.
Lissy Goralnik, Jenny Dauer (2012-13 CADRE Fellow), and Carly Lettero co-authored this article for The Science Teacher.
Posted: Thursday, August 22
Early Career News | Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design
Kristen B. Wendell (CAREER awardee), Jessica E. S. Swenson, and Tejaswini S. Dalvi published this article in Journal of Research in Science Teaching.
Kristen B. Wendell (CAREER awardee), Jessica E. S. Swenson, and Tejaswini S. Dalvi published this article in Journal of Research in Science Teaching.
Posted: Thursday, August 22
Resource | Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a...
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a...
Posted: Thursday, August 22
Early Career News | Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
Camillia Matuk (2010-11 CADRE Fellow) published this article in the Journal of Research in Science Teaching with co-authors Jiayuan Zhang, Irina Uk, and Marcia C. Linn.
Camillia Matuk (2010-11 CADRE Fellow) published this article in the Journal of Research in Science Teaching with co-authors Jiayuan Zhang, Irina Uk, and Marcia C. Linn.
Posted: Thursday, August 22
Resource | Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored...
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored...
Posted: Thursday, August 22
Resource | Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed...
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed...
Posted: Thursday, August 22
Resource | Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms. The...
The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms. The...
Posted: Thursday, August 22
Resource | Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In...
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In...
Posted: Thursday, August 22
Resource | Growth in children’s understanding of generalizing and representing mathematical structure and relationships
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students...
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students...
Posted: Thursday, August 22
Early Career News | Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
Laura Bofferding (CAREER awardee) and Andrew Hoffman co-authored this article for The Journal of Mathematical Behavior.
Laura Bofferding (CAREER awardee) and Andrew Hoffman co-authored this article for The Journal of Mathematical Behavior.
Posted: Thursday, August 22
Resource | Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding. Data came from an experiment with kindergarteners (N = 45) and first graders (N = 48), where the experimental group played a numerical linear board game and the other group did...
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding. Data came from an experiment with kindergarteners (N = 45) and first graders (N = 48), where the experimental group played a numerical linear board game and the other group did...
Posted: Thursday, August 22
Project | Fourteenth International Congress on Mathematical Education (ICME14) Travel Grant
This project will support the participation of 53 US K-12 mathematics teachers, graduate students, community college/university mathematicians, mathematics teacher educators, and mathematics education researchers to attend the Fourteenth International Congress for Mathematical Education (ICME-14) in Shanghai, China.
This project will support the participation of 53 US K-12 mathematics teachers, graduate students, community college/university mathematicians, mathematics teacher educators, and mathematics education researchers to attend the Fourteenth International Congress for Mathematical Education (ICME-14) in Shanghai, China.
Posted: Thursday, August 22
Project | PBS NewsHour Student Reporting Labs StoryMaker: STEM-Integrated Student Journalism
In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. The project aims to produce unique STEM stories from a teen perspective and partners with local public...
In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. The project aims to produce unique STEM stories from a teen perspective and partners with local public...
Posted: Thursday, August 22
Project | Looking Back and Looking Forward: Increasing the Impact of Educational Research on Practice
The focus of this conference is to carefully examine past and current research with an eye toward improving its impact on practice and to create concrete steps that could shape the nature and impact of mathematics education research.
The focus of this conference is to carefully examine past and current research with an eye toward improving its impact on practice and to create concrete steps that could shape the nature and impact of mathematics education research.
Posted: Thursday, August 22
Project | Improving Evaluations of R&D in STEM Education
The primary goal of this set of workshops is to provide STEM education researchers with the framework, skills, and community they need to implement new developments in causal inference methods into their research.
The primary goal of this set of workshops is to provide STEM education researchers with the framework, skills, and community they need to implement new developments in causal inference methods into their research.
Posted: Thursday, August 22
Project | The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes
This project will investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children and their impact on parent-child interactions in the pre-school period.
This project will investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children and their impact on parent-child interactions in the pre-school period.
Posted: Thursday, August 22
Project | Early Emergence of Socioeconomic Disparities in Mathematical Understanding
This study will provide foundational knowledge about the activities and interactions in the home environment that drive the early emergence of math skills disparities related to SES.
This study will provide foundational knowledge about the activities and interactions in the home environment that drive the early emergence of math skills disparities related to SES.
Posted: Thursday, August 22
Project | Design and Implementation of Immersive Representations of Practice
This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.
This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.
Posted: Thursday, August 22