Mathematics

CAREER: Covariational and Algebraic Reasoning: A New Path to Algebra

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Project CARe’s goal is to explore how new technologies create a path into algebra that allows students to build algebraic reasoning and knowledge from their intuitive covariational reasoning, which entails conceiving two quantities changing together. For example, Project CARe explores how students can learn to solve equations by comparing two changing quantities in a dynamic digital depiction of a real-life situation.

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CAREER: Bridging the Digital Accessibility Gap in STEM Using Multisensory Haptic Platforms

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In this project, we investigate haptic systems that are readily available for rendering visual STEM content through sight, sound, and touch. We use combinations of visual display, text-to-speech, vibrations, and the movement of one’s hands for interacting with STEM content (such as charts and graphs in math and science-based simulations) multimodally on touchscreens. Our investigations extend into "smart" tangible manipulatives that pair with interactive PhET simulations and enable rich kinesthetic manipulation of on-screen content through touch.

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CAREER: Black and Latinx Parents Leading Reform and Advancing Racial Justice in Elementary Mathematics

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Through critical community-engaged scholarship with ten Black and Latinx families and two community organizations, the PI is co-designing and co-studying an educational program aimed at advancing racial justice in elementary mathematics. Specifically, the program seeks to build parents’ capacity to catalyze change across classrooms and schools within their local communities. I share preliminary findings from the program’s initial year and the development of parent-community-university partnerships that promote a shared vision for racial justice in mathematics.

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Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban District

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Over the last five years, the Responsive Math Teaching Project has developed and refined a sustainable model for the development of mathematics instructional leadership through a research-practice partnership with a network of 14 urban under-resourced K-8 schools. Teacher instructional capacity is built through developing new visions of mathematics teaching and learning, practice-based pedagogies of enactment and reflection, and mentored engagement in collaborative lesson design and enactment.

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Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources Through the Collaborative Investigation of Video Cases (Collaborative Research: Wilson)

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Our work focuses on developing teacher knowledge within a PLC that uses the AIM-TRU learning cycle to support teachers’ engagement with mathematical tasks and video cases. The learning cycle is grounded in the Teaching for Robust Understanding (TRU) framework (Schoenfeld, 2014) and utilizes Charles’s (2005) Big Mathematical Ideas within Formative Assessment Lesson (FAL) content. Teacher conversations were analyzed with respect to congenial and collegial characteristics with the latter resulting in greater alignment with TRU.

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Boosting Data Science Teaching and Learning in STEM

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Boosting Data Science Teaching and Learning in STEM (aka “Data Fluency”) is a project that seeks to improve teachers’ and students’ “data fluency,” which includes understanding sources of data, structuring data for analysis, interpreting representations of data, inferring meaning from data, and explaining data and findings to diverse audiences. We will accomplish this goal by iteratively developing research-based professional learning that prepares teachers to offer next generation data-rich learning.

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Attributions of Mathematical Excellence in Teaching and Learning

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This project aims to examine how teachers' beliefs about the origins of mathematical excellence, which might be attributed to genetic, social, or personal characteristics, affect racial and gender equity in their classrooms. A three-part study will create, validate, and apply the Attributions of Mathematical Excellence Scale (AMES), correlating scores with race, gender, and achievement equity.

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Applying and Refining a Model for Dynamic, Discussion-based Professional Development for Middle School Teachers about Fractions, Ratios and Proportions (Collaborative Research: Brown)

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In this design-based research project, we are refining a model for mathematics professional development. We engage middle grades teachers in playful, discussion-based exploration of fractions and proportions through tasks and dynamic "toys” as well as planning for classroom implementation. We are now adding “Connections”, designed to support participants in transitioning from learners to teachers during the PD. For one group, Connections are reflection on paper, for the other, they are part of the PD discussion.

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Anchoring High School Students in Real-Life Issues that Integrate STEM Content and Literacy

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We present a framework for using scenario-based assessments (SBAs) to measure middle school students' ability to formulate written arguments around socio-scientific issues. We present data showing both the current strengths and limitations of these SBAs. We also present data which shows that, through the process of writing over a 2-week time span, the students showed significant improvements in their ability to make a claim, locate evidence, use reasoning, and use scientific vocabulary in their arguments.

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Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Suh)

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Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity-oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice.

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