In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
As part of the Data Games project, we are researching how students record and organize multivariate data. This research is informing the design of new software interfaces for Fathom and TinkerPlots that will allow students to explore and understand data that live in other than "flat" data structures — the structures that most software tools currently limit themselves to.
We have designed the Traffic Problem to explore the following questions:
1. What methods do novices and experts use to sytematically record data with multiple attributes?
2. In recording data, do students employ a recognizable notion of “case?"
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Project Summary
During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.
Research Questions
In this interactive talk, Wilson will ask each project to make explicit its assumptions about how teachers learn, the forces that matter the most, and how the logic and components of programs reflect those underlying assumptions. Wilson will then consider that array of assumptions in light of relevant scholarship on teaching quality and teacher learning.
