Elementary

Learning with Sprout Pro: Reimagine what you can make

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

Author/Presenter

HP Development Company

Lead Organization(s)
Year
2016
Short Description

This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity.

Stable Beginnings in Engineering Design

Novel Engineering activities are premised on the integration of engineering and literacy: students identify and engineer solutions to problems that arise for fictional characters in stories they read for class. There are advantages to this integration, for both engineering and literacy goals of instruction: the stories provide ‘‘clients’’ to support students’ engagement in engineering, and understanding clients’ needs involves careful interpretation of text. Outcomes are encouraging, but mixed, in part owing to variation in how students frame the task.

Author/Presenter

Mary E. McCormick

David Hammer

Lead Organization(s)
Year
2016
Short Description

We examine a pair of students who share a central objective of designing an optimal solution for their fictional client, and who persist in achieving their objective. We argue that the students’ stable framing of the activity involves their engagement in engineering design, and that the abilities they demonstrate in pursuit of a solution are evidence of their productive beginnings in engineering design.

Elementary Mathematics Specialists in “Departmentalized” Teaching Assignments: Affordances and Constraints

In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “departmentalized”) on teaching practices and student achievement outcomes. All three of the teachers were “departmentalized,” in the sense that each was responsible for teaching mathematics to at least two groups of students, and accordingly, did not teach all subjects as would a typical self-contained elementary teacher.

Author/Presenter

Corey Webel

Kimberly A. Conner

Christina Sheffel

James E. Tarr

Christopher Austin

Lead Organization(s)
Year
2016
Short Description

In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “departmentalized”) on teaching practices and student achievement outcomes.

STEM starts early: Grounding science, technology, engineering, and math education in early childhood

Researchers and educators agree: Children demonstrate a clear readiness to engage in science, technology, engineering, and math (STEM) learning early in life. And, just as with language and literacy, STEM education should start early in order to maximize its benefits and effectiveness. So why is STEM not woven more seamlessly into early childhood education? What can we do – in the classroom, in homes, in museums, in research labs, and in the halls of legislating bodies – to ensure that all young children have access to high-quality STEM learning early in life?

Author/Presenter

Elisabeth McClure

Doug Clements

Lisa Guernsey

Susan Nall Bales

Jennifer Nichols

Nat Kendall-Taylor

Michael Levine

Lead Organization(s)
Year
2017
Short Description

This report summarizes the latest research findings on the importance and impact of early STEM across the child's ecological systems, as well as the critical importance of framing communications about early STEM in an effective way. It also articulates six recommendations for practice, policy, and research that will promote dramatic improvement in early STEM education for all young children.

Elementary content specialization: Models, affordances, and constraints

This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models. Elementary content specialists are defined as full-time classroom teachers who are responsible for content instruction for two or more classes of students. The sample consists of 34 elementary content specialists in math and/or science, as well as a matched comparison group of self-contained classroom teachers.

Author/Presenter

Kimberly A. Markworth

Joseph Brobst

Chris Ohana

Ruth Parker

Year
2016
Short Description

This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models.

Subtraction Involving Negative Numbers: Connecting to Whole Number Reasoning

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative  numbers. Based on interviews with students ranging from first graders to preservice teachers, we identify two overarching strategies: making connections to known problem types and leveraging conceptions of subtraction.

Author/Presenter

Laura Bofferding

Nicole Wessman-Enzinger

Lead Organization(s)
Year
2017
Short Description

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative numbers.

Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study

The literature seems limited in what is known about conceptual processes that underlie evolution of students with learning disabilities (SLD) conceptions of fractions. This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls. We analyze data segments from episodes conducted during a teaching experiment grounded in the activity of iterating estimates of one person's equal share.

Author/Presenter

Jessica Hunt

Ron Tzur

Arla Westenskow

Lead Organization(s)
Year
2016
Short Description

This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls.

Tracing the Development of a Haptically-enhanced Simulation for Teaching Phase Change

This paper traces the research-design-develop-test cycle of a haptically-enhanced science simulation designed to teach upper-elementary students core ideas about matter, phase change, and the role of intermolecular forces. We describe our focus group work, usability testing, and small-scale pilot testing. We also detail the technical work behind the creation of our simulation.

Author/Presenter

James Minogue

David Borland

Marc Russo

Shengyen Tony Chen

Year
2016
Short Description

This paper traces the research-design-develop-test cycle of a haptically-enhanced science simulation designed to teach upper-elementary students core ideas about matter, phase change, and the role of intermolecular forces.

Why Should Students Write in Math Class?

When teachers understand the key purposes for having students do mathematical writing, they can use that writing to deepen understanding.

Author/Presenter

Tutita M. Casa

Kyle Evans

Janine M. Firmender

Madelyn W. Colonnese

Lead Organization(s)
Year
2017
Short Description

When teachers understand the key purposes for having students do mathematical writing, they can use that writing to deepen understanding.

Types of and Purposes for Elementary Mathematical Writing: Task Force Recommendations

This white paper clarifies different purposes elementary students might write in math class and presents four types of mathematical writing. We define "mathematical writing" as writing that encourages students to engage in mathematical reasoning and communication. Each writing type is defined, samples of student work are provided, and additional instructional considerations are addressed.

Author/Presenter

Tutita M. Casa

Janine M. Firmender

June Cahill

Fabiana Cardetti

Jeffrey M. Choppin

Jeremy Cohen

Shelbi Cole

et al.

Lead Organization(s)
Year
2016
Short Description

This white paper clarifies different purposes elementary students might write in math class and presents four types of mathematical writing. We define "mathematical writing" as writing that encourages students to engage in mathematical reasoning and communication. Each writing type is defined, samples of student work are provided, and additional instructional considerations are addressed.