Mathematics

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

Principal Investigator:
Nathan Jones
Julie Cohen

The broader goal of our DRK-12 project is to develop and test whether simulated classroom experience with students with disabilities can improve elementary general educators' preparedness to support these students in mathematics. To support the tools' development, we have interviewed 22 leading mathematics and special educators to unearth tensions and points of convergence in how the respective fields conceptualize mathematics instruction. The poster will discuss implications of these findings for teacher preparation and development.

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Discipline/Topic:
Mathematics
Assessment
Curriculum
Disciplinary Content Knowledge
Educational Technology
Special Education
Target Audience:
Elementary School

Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban District

Principal Investigator:
Caroline Ebby

The goal of the Responsive Math Teaching project is to increase the quality of math instruction by developing the knowledge, skills, and competencies of school-based teachers and leaders and fostering a networked community across schools. Five core components guide the work:

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Discipline/Topic:
Mathematics
Broadening Participation
Professional Development
Target Audience:
Elementary School
Middle School

Investigating Impact of Different Types of Professional Development on What Aspects Mathematics Teachers Take Up And Use in Their Classroom

Principal Investigator:
Karen Koellner

Taking a Deep Dive (TaDD): Investigating PD impact on what teachers take up and use in their classroom, is a 3-year DRK-12 Impact study within the teaching strand. This study will collect qualitative data from four large NSF funded mathematics PD projects to examine teachers' uptake of content, pedagogy and materials in order to understand and unpack what factors are associated with what teachers take up and use two to three years beyond their original PD experience.

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Discipline/Topic:
Mathematics
Professional Development
Target Audience:
Middle School

Invigorating Statistics Teacher Education Through Professional Online Learning (InSTEP)

Principal Investigator:
Hollylynne Lee

InSTEP is developing an online personalized professional learning platform to support teachers' growth in providing students learning opportunities in statistics and data science using key practices and processes with data. We are creating a scalable, accessible, and flexible approach aligned with research-based principles of effective professional learning. We use design principles for online teacher learning, and our materials are based on research on students' and teachers' learning in statistics and data science education.

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Discipline/Topic:
Mathematics
Science
Technology
Curriculum
Disciplinary Content Knowledge
Educational Technology
Professional Development
Target Audience:
Middle School
High School

Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra

Principal Investigator:
Deborah Spencer

We are studying the implementation and impact of Transition to Algebra (TTA), a year-long algebra support curriculum for underprepared 9th-graders. TTA responds to an urgent need for innovative approaches that foster success in algebra for high-need students. We are examining the impact of TTA on students' algebra achievement and attitudes toward mathematics, using a quasi-experimental design with propensity score analyses to reduce selection bias threats. We are also investigating how teachers use and adapt TTA.

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Discipline/Topic:
Mathematics
Assessment
Broadening Participation
Curriculum
Target Audience:
High School

Developing Teachers' Epistemic Cognition and Teaching Practices for Supporting Students' Epistemic Practices with Scientific Systems

Principal Investigator:
Susan Yoon

This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning.

Co-PI(s): Clark Chinn, Rutgers University

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Discipline/Topic:
Mathematics
Science
Technology
Classroom Practice
Curriculum
Educational Technology
Pedagogical Content Knowledge
Professional Development
Target Audience:
High School

Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I

Principal Investigator:
Casey Hord

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1.

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Discipline/Topic:
Mathematics
Broadening Participation
Classroom Practice
Pedagogical Content Knowledge
Professional Development
Special Education
Target Audience:
High School

Design and Development of a K-12 STEM Observation Protocol (Collaborative Research: Dare, Ring-Whalen, and Roehrig)

Principal Investigator:
Elizabeth Ring-Whalen

The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K-12 teachers and district administrators), through a publicly available online platform.

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Discipline/Topic:
Engineering
Mathematics
Science
Technology
Assessment
Curriculum
Educational Technology
Professional Development
Target Audience:
Elementary School
Middle School
High School

Building Networks and Enhancing Diversity in the K-12 STEM Teaching Workforce

Principal Investigator:
Carol O'Donnell

The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.

Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution

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Discipline/Topic:
Computer Science
Engineering
Mathematics
Science
Technology
Systems Reform
Target Audience:
Pre-Kindergarten
Elementary School
Middle School

Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education

INITIATE is a 3-year, STEM+C Partnership Program Design and Development project that partners high school Mathematics and Career Technical Education (CTE) teachers in Toledo Public Schools (TPS). Due to mathematics oftentimes serving as a gatekeeper for further STEM study, including technical careers, and to the strong reciprocal relationship between mathematics, computational thinking, and preparation for STEM careers, the project includes teachers of Algebra I, Geometry, Algebra II, and Statistics/Analysis.
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Discipline/Topic:
Computer Science
Engineering
Mathematics
Science
Technology
Broadening Participation
Curriculum
Disciplinary Content Knowledge
Target Audience:
High School
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