Undergraduate

Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students' mathematical arguments is one of the key aspects of KCT-P. This study examined the qualitative differences in written feedback of secondary teachers, undergraduate mathematics and computer science majors, and pre-service teachers participating in a capstone course focused on mathematical reasoning and proving.

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice.

This qualitative study examines how a group of undergraduate and graduate students in an upper-level ecosystem ecology course at a research university in the southeastern part of the United States engage in a task that requires constructing an abstract representation of how biogeochemical cycles work by using a specific approach to modelling, namely synthesis modelling.

This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics.

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.

Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine chemistry concept development, especially during lesson planning and teaching, is underexplored. To clarify this gap, we use the Mangle of Practice framework to unpack the clash between symbolic vs. particulate-focused instruction.

The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases understanding in early career researchers of their own writing and review process. ECRs can be highly motivated to volunteer for journal editorial work—Journal of Emerging Investigators encourages this by offering many different roles. Publishers that utilize and train early career researchers as peer-reviewers can prevent poor reviewer practices.

The CADRE Learning Series was designed to provide targeted support for STEM education researchers on topics of DRK-12 needs and interests. The learning series has covered the topics of professional development and case study design. 

The work presented here focuses on student struggles in undergraduate general chemistry laboratory activities, the source of these struggles, and the actions students take to overcome them. Using an activity theoretical lens and multiple domains (cognitive, epistemological, socioemotional, and psychomotor), we developed a domains-of-struggle framework which encompasses how struggles emerge through contradictions within the laboratory activity system.