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Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.

This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet they are tested in English, in major assessment programs in the U.S. VIs are pictorial supports intended to make the content

This paper describes Supporting Research, Service and Teaching in Mathematics Education, or STaR, is a program designed to support new faculty who have taken a tenure-track mathematics education position in a U.S. institution of higher education.

This list of ELL resources is a working document prepared by CADRE for the ELL Working Group. New resources will be added as they are identified. This list includes the citation and the article abstract. Please do not circulate or quote this list of resources. Sources are organized alphabetically by STEM Content area (Science, Technology, Engineering, and Math), and by the general education topic explored in the paper (assessment, curriculum, instruction, language, professional development, system/policy, technology, and writing).

With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and the way it may be alternatively conceptualized.

This paper argues for education research and development (R&D) arrangements and policies that systematically encourage engagement with practice.  Citing practices in health-services research and commercial R&D as well as education, it advocates more attention to approaches such as the following:

Evaluation work is presented and discussed in terms of evaluative requirements from the National Science Foundation, and in terms of five fundamental issues that undergird practical program evaluation: social programming, knowledge construction, valuing, knowledge use, and evaluation practice.  The report moves through six phases of evaluative work: (1) a logic modeling process, (2) definition of evaluative focus areas, (3) clarification of evaluative questions, (4) design of the evaluation plan, (5) collection and analysis of data, and (6) provision of evaluative information to stakeh

This paper represents measurement methods of projects developing and testing intelligent learning environments.