# Jinfa Cai

Project title | Organization | PI first name | PI last name | Award date |
---|---|---|---|---|

## A Longitudinal Comparison of the Effects of the Connected Mathematics Program and Other Curricula on Middle School Students' Learning of AlgebraJinfa Cai, University of Delaware (UD)03/01/2005This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications. | ||||

## CAREER: Examining the Role of Context in the Mathematical Learning of Young ChildrenAmy Parks, Michigan State University (MSU), University of Georgia (UGA), University of Georgia Research Foundation, Inc. (UGARF)06/15/2009This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education. | ||||

## CAREER: Exploring the Role of Variability as an Organizing Concept for the Teaching and Learning of Statistical Reasoning in Middle SchoolLuis Saldanha, Arizona State University (ASU)04/01/2010This CAREER project explores interrelated research questions: (1) What understandings of variability can provide conceptual support for the scheme of ideas that underlie statistical inference--making claims about a population on the basis of samples? (2) What conceptions about variability do students bring to study of data analysis and statistical reasoning in middle grades? (3) How can instruction support students in coming to develop understanding and skill in reasoning about variability? | ||||

## CAREER: Supporting Students' Proof Practices Through Quantitative Reasoning in AlgebraAmy Ellis, University of Wisconsin-Madison (UW-Madison)03/15/2010The aim of this project is to explore the hypothesis that a curricular focus on quantitative reasoning in middle grades mathematics can enhance development of student skill and understanding about mathematical proof. The project is addressing that hypothesis through a series of studies that include small group teaching experiments with students, professional development work with teachers, and classroom field tests of curricular units that connect quantitative reasoning and proof in algebra. | ||||

## Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Derry)Sharon Derry, University of Wisconsin-Madison (UW-Madison)09/15/2008This project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre- and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future. | ||||

## Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Maher)Carolyn Maher, Rutgers University (RU)09/15/2008This project is working to create a cyber infrastructure that supports development and documentation of additional interventions for teacher professional development using the video collection, as well as other videos that might be added in the future by teacher educators or researchers, including those working in other STEM domains. | ||||

## Introducing Dynamic Number as a Transformative Technology for Number and Early AlgebraDaniel Scher, KCP Technologies, Inc.09/01/2009This project operationalizes research in number, operation, and early algebra. It builds on the paradigm of Dynamic Geometry (the interactive and continuous manipulation of geometric shapes and constructions) with a new technological paradigm, Dynamic Number, centered on the direct manipulation of numerical representations and constructions. Using The Geometer’s Sketchpad as a starting point, KCP Technologies is developing new software tools to deepen students’ conceptions of number and early algebra in grades 2–8. | ||||

## Investigating the Relationship Between Teacher-Level and Student-Level Factors and NAEP Mathematics Test Performance by American Indian and Alaska Native StudentsSharon Nelson-Barber, Pacific Resources for Education and Learning (PREL)10/01/2010This study examines ways that teacher-level factors (including teacher background variables and instructional practices) and student-level factors (such as self-rated mathematics interest and proficiency), and interactions among these factors, are associated with American Indian/Alaska native (AI/AN) student academic achievement in middle grades mathematics. The ultimate goal is to identify malleable factors that, if changed, could improve teachers' practices and AI/AN student achievement in mathematics. | ||||

## Math Snacks: Addressing Gaps in Conceptual Mathematics Understanding with Innovative MediaKarin Wiburg, New Mexico State University (NMSU)09/01/2009This project is developing and evaluating effectiveness of 15 - 20 short computer mediated animations and games that are designed to: (1) increase students' conceptual understanding in especially problematic topics of middle grades mathematics; and (2) increase students' mathematics process skills with a focus on capabilities to think and talk mathematically. | ||||

## Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Leonard)Jacqueline Leonard, Temple University10/01/2009This project is convening a series of two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students, Pre-K-16. | ||||

## Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Stinson)David Stinson, Georgia State University (GSU)10/01/2009This project convenes two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students. Research suggests that there is a negative relationship between African American students and mathematics. This relationship is exacerbated by the underrepresentation of African American students in advanced mathematics classes, even when they are the majority of school populations, and the overrepresentation of African American students in lower-track mathematics courses and special education. | ||||

## Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-modeling Environment (NMRSD-CCME)Yan Ping Xin, Purdue University08/01/2008The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes. | ||||

## Transition to Algebra: A Habits of Mind ApproachE. Paul Goldenberg, Education Development Center, Inc. (EDC)09/01/2009This research and development project provides resources for ninth-grade mathematics students and teachers by developing, piloting, and field-testing intervention modules designed as supplementary materials for Algebra 1 classes (e.g., double-period algebra). Rather than developing isolated skills and reviewing particular topics, these materials aim to foster the development of mathematical habits of mind—in particular, the algebraic habit of abstracting from calculations, a key unifying idea in the transition from arithmetic to algebra. |