Mathematics

Investigating Impact of Different Types of Professional Development on What Aspects Mathematics Teachers Take Up And Use in Their Classroom

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Taking a Deep Dive (TaDD): Investigating PD impact on what teachers take up and use in their classroom, is a 3-year DRK-12 Impact study within the teaching strand. This study will collect qualitative data from four large NSF funded mathematics PD projects to examine teachers' uptake of content, pedagogy and materials in order to understand and unpack what factors are associated with what teachers take up and use two to three years beyond their original PD experience.

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Invigorating Statistics Teacher Education Through Professional Online Learning (InSTEP)

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InSTEP is developing an online personalized professional learning platform to support teachers' growth in providing students learning opportunities in statistics and data science using key practices and processes with data. We are creating a scalable, accessible, and flexible approach aligned with research-based principles of effective professional learning. We use design principles for online teacher learning, and our materials are based on research on students' and teachers' learning in statistics and data science education.

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Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra

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We are studying the implementation and impact of Transition to Algebra (TTA), a year-long algebra support curriculum for underprepared 9th-graders. TTA responds to an urgent need for innovative approaches that foster success in algebra for high-need students. We are examining the impact of TTA on students' algebra achievement and attitudes toward mathematics, using a quasi-experimental design with propensity score analyses to reduce selection bias threats. We are also investigating how teachers use and adapt TTA.

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Developing Teachers' Epistemic Cognition and Teaching Practices for Supporting Students' Epistemic Practices with Scientific Systems

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This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning.

Co-PI(s): Clark Chinn, Rutgers University

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Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I

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Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1.

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Design and Development of a K-12 STEM Observation Protocol (Collaborative Research: Dare, Ring-Whalen, and Roehrig)

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The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K-12 teachers and district administrators), through a publicly available online platform.

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Building Networks and Enhancing Diversity in the K-12 STEM Teaching Workforce

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The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.

Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution

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Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education

INITIATE is a 3-year, STEM+C Partnership Program Design and Development project that partners high school Mathematics and Career Technical Education (CTE) teachers in Toledo Public Schools (TPS). Due to mathematics oftentimes serving as a gatekeeper for further STEM study, including technical careers, and to the strong reciprocal relationship between mathematics, computational thinking, and preparation for STEM careers, the project includes teachers of Algebra I, Geometry, Algebra II, and Statistics/Analysis.
Date: 
Tue, 06/15/2021 - 3:30pm
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Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)

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The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.

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Development and Validation of a Mobile, Web-based Coaching Tool to Improve PreK Classroom Practices to Enhance Learning

Principal Investigator: 

For the last three years, we have been creating an app called CHALK (Coaching to Help Activate Learning for Kids) that guides instructional coaches to collect observation data in PreK classrooms, view instant results, engage in data-driven coaching conversations, co-create an action plan with the teacher, and track progress over time through continued observations and goal-setting.  CHALK focuses on specific classroom practices that are predictive of students' gains (Christopher & Farran, 2020).

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