The goal of the project is to understand the current conditions, challenges, and resources that pertain to mathematics education in rural areas in the United States.
This project explores the ways in which thoughtfully designed simulations can provide preservice teachers with formative assessment opportunities that serve as a complement to, or alternative to as needed, feedback derived from field placement contexts. A set of simulations will be designed with a focus on eliciting and interpreting student thinking. These simulations will be used with preservice teachers in three elementary teacher preparation programs of varying size and demographics.
This project is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students.
The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12).
The project is designing a web-based, district-led professional development implementation, focusing on improving mathematics discourse practices in K-2 classrooms, with particular attention to emergent multilingual learners. Building on two prior NSF-funded projects, the All Included in Mathematics K-2 New Extensions professional learning program will develop and research the impact of an augmented model for mathematics professional development on K-2 student learning through the addition of supports for coaches and leaders to the existing professional development model.
This project will adapt and study successful discourse strategies used during language arts instruction to help teachers promote mathematically-rich classroom discourse. Of special interest is the use of models to promote mathematics communication that includes English language learners (ELL) in mathematics discourse.The project will result in a full 40-hour professional development module to support mathematics discourse for Grade 2 teachers, with an emphasis on place value, multidigit addition and subtraction, and linear measurement.
Exemplary teaching in STEM fields encourages students from diverse backgrounds to pursue further education and careers in science, technology, engineering and mathematics. Improving teaching, however, first requires an understanding of the current landscape of STEM instruction. The 2027 National Survey of Science and Mathematics Education (NSSME+), the seventh iteration of the study, will continue monitoring the status of science, mathematics, and computer science education in the U.S. The study will examine policies and practices related to STEM education, including the extent to which instruction currently models effective, evidence-based teaching practices, and factors that influence teachers’ decisions about content and pedagogy. It will also attend to factors that contribute to the underrepresentation of some groups in STEM, further adding to general knowledge about ways to broaden participation.
