Mathematics

This project aims to examine how teachers' beliefs about the origins of mathematical excellence, which might be attributed to genetic, social, or personal characteristics, affect racial and gender equity in their classrooms. A three-part study will create, validate, and apply the Attributions of Mathematical Excellence Scale (AMES), correlating scores with race, gender, and achievement equity.

In this design-based research project, we are refining a model for mathematics professional development. We engage middle grades teachers in playful, discussion-based exploration of fractions and proportions through tasks and dynamic "toys” as well as planning for classroom implementation. We are now adding “Connections”, designed to support participants in transitioning from learners to teachers during the PD. For one group, Connections are reflection on paper, for the other, they are part of the PD discussion.

We present a framework for using scenario-based assessments (SBAs) to measure middle school students' ability to formulate written arguments around socio-scientific issues. We present data showing both the current strengths and limitations of these SBAs. We also present data which shows that, through the process of writing over a 2-week time span, the students showed significant improvements in their ability to make a claim, locate evidence, use reasoning, and use scientific vocabulary in their arguments.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity-oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice.

A three year, mixed-methods, critical participatory action research project to develop a culturally sustaining self-report measure of Black and Latina/o student math engagement, called the Adapted Measure of Math Engagement (AM-ME).

Young children’s mathematics development underpins cognitive development, building brain architecture, fostering problem-solving, puzzling, and persevering, and strongly impacting and predicting future success in school – but systemic opportunity gaps have created unequal access to high-quality mathematics learning experiences, with differences in children’s math knowledge beginning before kindergarten entry.