Broadening Participation

Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students

Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are applicable to any lesson or curriculum.

Author/Presenter: 
Paola Sztajn
Daniel Heck
Kristen Malzahn
Year: 
2021
Short Description: 

Activating Math Talk is a resource for promoting high-quality math discourse in grades K-5. The content of the chapters and discussion questions within are meant to spark conversations among teachers, teacher leaders, administrators, and education faculty about how to get all students, in particular emergent multilingual learners, talking about math in productive ways. It presents both a theoretical and practical lens and offers useful frameworks, techniques, and other supports for mathematics instruction.

Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either

Author/Presenter: 
Rebecca Zulli Lowe
Adrienne Smith
Christie Prout
G. G. Maresch
Christopher Bacot
Lura Sapp
Bill Eustace
Year: 
2021
Short Description: 

This exploratory study aimed to (1) identify the  barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.

Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)

Principal Investigator: 
Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
 
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing,  as well as six shorter integrated engineering/science lessons.
 
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Target Audience: 

Science Communities of Practice Partnership

Principal Investigator: 

Despite widespread agreement about the importance of teacher professional development (PD), translating what is learned in PD to classroom practice remains challenging. Guided by Self Determination Theory, this study examines how PD facilitators, including pedagogical coaches and university faculty, support the three basic needs for autonomy, competence, and relatedness for teachers' intrinsic motivation as learners in PD focused on reform-based science instruction. Study findings include high-leverage practices that facilitators can use to support teacher motivation.

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Target Audience: 

Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

Principal Investigator: 
The SMI project's goals are to: 1) study the current landscape of mathematics intervention classes at the middle grades, and 2) create PD to strengthen intervention teachers' practices for supporting students with mathematics difficulties/disabilities.
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Target Audience: 

Professional Development for K-12 Science Teachers in Linguistically Diverse Classrooms

Principal Investigator: 
A sustained professional development program designed to support teachers who teach linguistically diverse group of English learners (ELs). It targets science teachers who teach Grade 9-12 courses in an urban high school that enrolls immigrants and former refugees. Roughly 45% of the student population are classified as ELs and collectively speak more than 40 different languages. Our team engages science teachers in this school in online PD workshops and lesson study throughout a school year.
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Target Audience: 

PBS News Hour Student Reporting Labs StoryMaker: STEM-Integrated Student Journalism

Principal Investigator: 
Sneak peek at StoryMaker, a video storytelling platform /educator co-learning community supporting students to produce videos about STEM projects.
PI: Leah Clapman, PBS NewsHour
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Target Audience: 

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator: 
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Target Audience: 

Fostering Equitable Groupwork to Promote Conceptual Mathematics Learning

Principal Investigator: 
This project will document how middle grades mathematics students learn equitable collaboration through an ongoing effort to implement groupwork using the model of Complex Instruction. The primary purpose of this study is to describe how 6th-7th grade students learn to collaborate with one another to make sense of mathematics, and how students and their teacher negotiate what constitutes equitable collaboration.
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Target Audience: 

CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

Principal Investigator: 

This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum will be shared.

Co-PI(s): Matthew Marino and Michelle Taub, University of Central Florida

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