Analyzing Instruction in Mathematics using the TRU framework (AIM-TRU) is a research-practice partnership that is investigating the pressing problem of supporting teachers in increasing their capacity to implement high-quality instructional materials in the classroom with fidelity. Drawing upon the design-based research paradigm, the partnership has worked to co-design, investigate, and iteratively form the AIM-TRU Learning Cycle, which gives teachers the opportunity to understand the materials and how they are used in the classroom through a video-based professional learning cycle.
The MMaRS project is designing classroom assessment resources of numeric relational reasoning and spatial reasoning for students in grades K-2. During the pandemic, SMU researchers worked virtually with teachers and K-2 students to develop resources that are responsive to their needs and accurately elicit their reasoning. This poster will highlight the virtual data collection methods and techniques, including think aloud video interviews with students and prototype co-design work sessions with teachers.
This poster presentation will introduce the current study findings governing the design and implementation of E-Rebuild, a 3D architecture and math game that aims to promote versatile representation and epistemic practice of mathematics for students in grades 6th-8th. Utilizing the real-time, evidence-centered in-game learning assessment and a game-level editor, E-Rebuild enables not only problem-based mathematical thinking and learning, but also adaptive learner support during gameplay and participatory design of game-based math problems.
This study investigates the integration of early science with mathematics and engineering and involves co-designing resources with preschool teachers and families from historically underserved communities to provide preschool children equitable STEM learning experiences. The study also explores connections between home and school learning and involves designing resources to support multilingual learners, who represent a large (and growing) proportion of the population served in public preschool programs.
This project has developed practical measures, and associated routines and data representations, to support the implementation of instructional improvement strategies (e.g.,coaching) in middle-grades mathematics teaching. We will describe our classroom measures, which assess students' perspectives of key aspects of the classroom learning environment; the contributions they have made to our partner districtsâ€™ improvement efforts; and how we have attended to validity in the design and use of practical measures.
In this project, we developed, piloted, and studied the use of a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers' ability to facilitate argumentation-focused discussions in mathematics and science. We conceptualized these simulated discussions as formative assessment opportunities, and studied how teacher educators made use of them within methods courses to support preservice teachers' learning. We also examined evidence of preservice teacher learning via pre/post measures.
CASPIR is a 5-year NSF-funded project aimed at co-developing and implementing the Elementary Math Leadership (EML) model in four K-8 school districts to improve K-8 math teaching and learning. This is done by: (1) gathering information about problems of practice collaboratively identified by districts/research team; (2) co-designing and co-implementing coherent PD; and (3) engaging inÂ iterative cycles of co-development, implementation, and revision to productively adapt the PD model over a series of years.
The project examines how representations of practice facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project focuses specifically on: how single and multi-perspective 360 video affects PSTs' professional knowledge; how PSTs use technological scaffolds to engage in 360 video, and its effect on their professional knowledge; and the design of a platform for teacher educators to create their own 360 video immersive experiences
Co-PI(s): Richard E. Ferdig and C. C. Lu, Kent State University
Professional development (PD) is more effective when it involves more than lead classroom teachers. Collaborative Math is a year-long professional development program designed to bring together preschool center leadership and all teaching staff for an in-depth study of early mathematics teaching and learning. We implemented the program in a total of 15 Head Start centers across two years. We found positive shifts in teacher confidence and knowledge as well as child math achievement.
The goal of the design and development study, Proof in Secondary Classrooms (PISC), is to develop an innovative intervention to support the teaching and learning of mathematical proof in secondary geometry. PISC made use of features of lesson study and continuous improvement. Findings featured in the poster involve quantitative assessment results from pre-tests and post-tests administered over three years. Overall, the PISC curriculum had a statistically significant, positive impact on students' end-of-year results.