Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education Full Proposal Deadline
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Mathematics
EPSCoR Research Infrastructure Improvement Track-4: EPSCoR Research Fellows Full Proposal Deadline
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Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base
One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We report the results of the second of two small studies of an intervention developed using a validated trajectory of students’ fraction concepts.
Lead Organization(s)
Year
2022
Short Description
One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We report the results of the second of two small studies of an intervention developed using a validated trajectory of students’ fraction concepts.
The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement In and Out of School
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.
Lead Organization(s)
Year
2022
Short Description
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.
Research Council on Mathematics Learning 2023 RCML Annual Conference; Las Vegas, NV
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Sponsoring Organization
To learn more, visit https://www.rcml-math.org/upcoming-conference-call-for-proposals.
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National Council of Supervisors of Mathematics 55th NCSM Annual Conference; Washington, DC
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Sponsoring Organization
To learn more, visit https://www.mathedleadership.org/55th-ncsm-annual-conference/.
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National Council of Teachers of Mathematics 2023 NCTM Annual Meeting & Exposition; Washington, DC
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Sponsoring Organization
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Annual-Me….
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Association of Mathematics Teacher Educators 2023 Annual AMTE Conference; New Orleans, LA
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Sponsoring Organization
To learn more, visit https://amte.net/content/2023-annual-amte-conference.
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Event Type
Methodological Advancements for Analyzing Teachers’ Learning in a Community of Practice
Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework).
Lead Organization(s)
Year
2021
Short Description
Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework).
Resource(s)
Using Interviews to Identify the Resources of Multilingual High School Students
The resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math classrooms, we noted an initial tendency to focus on the challenges and barriers facing multilingual students. To counter this tendency, we worked with two teachers to engage in a structured teacher-student interview to identify and highlight secondary multilingual students’ home and community resources.
Lead Organization(s)
Year
2021
Short Description
The resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math classrooms, we noted an initial tendency to focus on the challenges and barriers facing multilingual students. To counter this tendency, we worked with two teachers to engage in a structured teacher-student interview to identify and highlight secondary multilingual students’ home and community resources. We adapted a module from TeachMath to guide the activity and facilitated surveys, debriefs and teacher-research conversations to unpack this experience.