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Students need basic mathematics to fully participate in and contribute to society throughout their lives; however, many of them are not developing the knowledge, skills, and confidence they need. The National Science Foundation’s DRK-12 projects are developing, implementing, and/or studying resources, models, and technologies for teacher and student learning that have the potential to expand our understanding and address some of the most compelling issues we face when challenged to improve student achievement in mathematics.

Effective as of January 2018, NSF's Prospective New Awardee Guide includes information on federal requirements, NSF points of contact and frequently asked questions, grantee standards (including financial viability, financial management, accounting system and internal control requirements, documentation of personnel expenses, allowable costs, participant support, subaward and subrecipient monitoring, cost sharing requirements, and audits on federal awards), as well as information on  indirect costs.

In this November 29th webinar, NSF Program Officer David Campbell introduced DR K-12 awardees to the ins and outs of project management, sharing information on evaluation and reporting, advisory boards, Institutional Review Boards (IRB), NSF Highlights, and more. Attendees were able to ask questions at the end.

Recording:
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Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Citation: Lee, I. & DeGennaro, A. 2016. Computer Science, Coding, and Project-Based Learning for Engineering Instruction. In Dailey, D. & Cotabish, A. (Eds.), Engineering Instruction for High-Ability Learners in K-8 Classrooms.  Prufrock Press. Austin, TX.

This article, Reclaiming the Roots of CT, is part of a CSTA Voice bi-monthly publication, where Lee argues for a focused definition of CT that clearly distinguishes it from other forms of thinking.

Citation: Lee, I. 2016. Reclaiming the roots of CT. CSTA Voice: The Voice of K–12 Computer Science Education and Its Educators, 12(1), 3–4. Retrieved on 11-3-2016 from http://www.csteachers.org/resource/resmgr/Voice/csta_voice_03_2016.pdf

Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.

Citation: Lee, I. & DeGennaro, A. 2016. Computer Science, Coding, and Project-Based Learning for Engineering Instruction. In Dailey, D. & Cotabish, A. (Eds.), Engineering Instruction for High-Ability Learners in K-8 Classrooms.  Prufrock Press. Austin, TX. 

This appendix of the California Science Framework focuses on Computer Science in Science.

Citation: Lee, I.2016. California Science Framework. Appendix 5: Computer Science in Science  Retrieved on 11-15-16 at http://www.cde.ca.gov/ci/sc/cf/scifw2nd60daypubreview.asp

This presentation on "Supporting the Intersections between Computer Science and the NGSS" was presented at the NSTA STEM Forum & Expo in Minneapolis, MN. (2015)  

The Santa Fe Institute has been developing programs and curricula that infuse computational thinking into Science education for the past 12 years. In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula, and describe the professional development needed to prepare Science teachers to address the computational thinking practices presented in the NRC framework and NGSS.