Mathematics

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.

The study investigates teachers’ use of mathematics language routines and a professional development model to support teachers’ learning. In particular, we examine teachers' opportunities for reflective practices within a Studio Day Cycle, looking at mathematics teachers’ development of adaptive expertise of mathematics instruction for multilingual learners.

There has been an increasing research focus on changing mathematics education by focusing on mathematical identity development. In order to do this, we must first seek to understand young children’s funds of knowledge (FoK) and leverage it to design instruction. To this end, this poster describes how one early childhood teacher intentionally designed number talk instructional activities by foregrounding young children’s FoK through photos taken by families and herself to capture mathematics in their lives.

This project investigates young children’s mathematical learning from preschool to kindergarten (ages 3-6). Data include video documenting children’s participation in instructional activities (e.g., Counting Collections), field notes, photographs, and interviews with children and teachers. Following individuals contributes to our understanding of the varied ways children navigate opportunities to participate in mathematics, their perspectives of what knowing and doing mathematics entails, and the resources they draw upon to engage in mathematical practices.

This design research project is focused on studying secondary mathematics teachers' development of critical statistical literacies for doing and teaching statistics through a professional learning community over three years. The research side of the project is focused on developing humble theories of learning and instructional resources. The educational side of the project is focused on developing teacher leaders and translating what we are learning from research into university courses and other professional development settings. 

Our poster addresses the focal area of Building Partnerships and Collaborating, by examining how the University of Texas at El Paso (UTEP) and Fabens Independent School District (FISD) partnership was created and how collaboration developed among the partners. We examine the implementation of Liberating Structures to develop authentic relationships, establish interaction norms, and open and transparent communication. These three elements of our partnership development resulted in flattening the traditional hierarchy often present in research-practice partnerships.