Mathematics

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.

Author/Presenter

Kristi Martin

Jessica H. Hunt

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.

Author/Presenter

Kelly Lynn Mulvey

Channing J. Mathews

Jerica Knox

Angelina Joy

Jacqueline Cerda-Smith

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.