Mathematics

Developing a Visual Model to Represent the Implementation of an Ambitious Mathematics Program

We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform. Visual models can be both conceptual and empirical, representing aspirational and theoretical perspectives while simultaneously incorporating empirical details specific to the context. Integrating conceptual and empirical aspects leads to tensions in managing the complexity of the model. Our process began with a simple model that guided our empirical work, which involved qualitative analysis.

Author/Presenter

Jeffrey Choppin

Saliha Al

Junnan Li

Charles E. Wilkes II

Ernesto Daniel Calleros

Lead Organization(s)
Year
2025
Short Description

We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change

Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of learning. However, since textbooks continue to include very few opportunities for problem posing, researchers have been working to support teachers to integrate problem posing into classroom instruction, drawing on textbooks as a resource.

Author/Presenter

Stephen Hwang

Jaepil Han

Faith Muirhead

Amy Brown

Matthew Melville

Jinfa Cai

Lead Organization(s)
Year
2025
Short Description

Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of learning. However, since textbooks continue to include very few opportunities for problem posing, researchers have been working to support teachers to integrate problem posing into classroom instruction, drawing on textbooks as a resource. In this paper, we describe how teachers in the P-PBL Project have engaged in instructional change with support from researchers around a high-quality middle school mathematics textbook series.