Mathematics

CAREER: Promoting Equitable and Inclusive STEM Contexts in High School

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In this study, high school students (N = 242) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM Activism Orientation.
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CAREER: Investigating Changes in Students' Prior Mathematical Reasoning: An Exploration of Backward Transfer Effects in School Algebra

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The main issue our project addresses is how students' reasoning about mathematics concepts that are not new to them (e.g., linear functions) changes when learning about a new concept (e.g., quadratic functions), and we call this phenomenon backward transfer. We specifically focus on mathematics, but believe our backward transfer research is highly relevant within and across STEM content domains more broadly.

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CAREER: Cultivating Teachers' Epistemic Empathy to Promote Responsive Teaching

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This project aims to study and cultivate science and mathematics teachers' "epistemic empathy" the capacity for tuning into and valuing someone's cognitive and emotional experience in the process of constructing, communicating, and critiquing knowledge. The project's goals are to examine how such epistemic can be cultivated in teacher education, how it may function to promote responsive teaching, and how it may shape learners' engagement in the classroom.
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CAREER: Bridging the Digital Accessibility Gap in STEM Using Multisensory Haptic Platforms

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This project investigates haptic (touch) technologies, like touchscreens, to create multimodal, STEM graphics and simulations that can be felt, heard, and seen. Working closely with individuals with disabilities, particularly students with visual impairments and blindness, and their teachers, we create multimodal, STEM learning experiences that elevate the sense of touch digitally, with a specific focus on moving beyond meeting access requirements to imagining multisensory, educational experiences for everyone.
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CAREER: Black and Latinx Parents Leading Reform and Advancing Racial Justice in Elementary Mathematics

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CAREER: Black and Latinx Parents Leading ChANge & Advancing Racial Justice in Elementary Mathematics aims to increase Black and Latinx parents' engagement in solidarity with community organizations and teachers to advance racial justice in PreK-5 mathematics through two educational programs, one for families and one for teachers. Reasearch goals include understanding the lived experiences of Black and Latinx parents as they build capacity to lead change and the development, nature, and impact of parent-teacher-community partnerships.
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Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

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Young Mathematicians (YM) is a design and development project that aims to broaden participation by addressing the need to provide young children with early mathematics experiences. In the coming year, we will test an intervention, developed in collaboration with teachers and families, that provides learning experiences and materials for teachers and families to support adult-child interaction and engagement in mathematics, promote school-home connections in mathematics, and address adult attitudes toward mathematics, while promoting childrens mathematical knowledge.

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Strengthening Data Literacy across the Curriculum

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The SDLC project has developed and studied curriculum modules for non-AP high school statistics to promote interest and skills in statistical thinking and data analysis among diverse high school populations. Modules engage students with social-justice-themed data investigations using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Current study findings show growth in student interest and skills in statistical thinking and data analysis following module use.

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Streams of Data: Nurturing Data Literacy in Young Science Learners (Collaborative Research: Kochevar)

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Streams of Data is pursuing early stage research to address: How can the use of professionally collected, scientific data support the development of data literacy skills in elementary students, and what types of scaffolds are necessary to realize this potential? In the first year, baseline research examined the analytical thinking approaches children intuitively use when making meaning from different types of data with minimal scaffolding? We explored commonplace scenarios of data and conventional data representations.

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Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

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The broader goal of our DRK-12 project is to develop and test whether simulated classroom experience with students with disabilities can improve elementary general educators' preparedness to support these students in mathematics. To support the tools' development, we have interviewed 22 leading mathematics and special educators to unearth tensions and points of convergence in how the respective fields conceptualize mathematics instruction. The poster will discuss implications of these findings for teacher preparation and development.

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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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The goal of the Responsive Math Teaching project is to increase the quality of math instruction by developing the knowledge, skills, and competencies of school-based teachers and leaders and fostering a networked community across schools. Five core components guide the work:

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