Mathematics

K–12 DREAMS to Teach Program at Morehouse College

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.

Author/Presenter

Cynthia Trawick

Thema Monroe-White

Jigsa A. Tola

Jamie P. Clayton

J. K. Haynes

Lead Organization(s)
Year
2020
Short Description

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter

Joseph DiNapoli

Eileen Murray

Doug O'Roark

John Russell

Year
2020
Short Description

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter

Joseph DiNapoli

Eileen Murray

Doug O'Roark

John Russell

Year
2020
Short Description

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter

Joseph DiNapoli

Eileen Murray

Doug O'Roark

John Russell

Year
2020
Short Description

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter

Amy Brodesky

Jessica Hunt

Karen Mutch-Jones

Judy Storeygard

Year
2020
Short Description

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter

Amy Brodesky

Jessica Hunt

Karen Mutch-Jones

Judy Storeygard

Year
2020
Short Description

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter

Amy Brodesky

Jessica Hunt

Karen Mutch-Jones

Judy Storeygard

Year
2020
Short Description

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Insight from DRK-12 CAREER Awardees

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions:

Author/Presenter

CADRE

Year
2021
Short Description

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

“Approximate” Multiplicative Relationships between Quantitative Unknowns

Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Students were to represent in drawings and equations two multiplicatively related unknown heights (e.g., one was 5 times another). Twelve of the 22 participating students operated with the second multiplicative concept, which meant they viewed known quantities as units of units, or two-levels-of-units structures, but not as three-levels-of-units structures.

Author/Presenter

Amy J. Hackenberg

Robin Jones

Ayfer Eker

Mark Creager

Lead Organization(s)
Year
2017
Short Description

Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are explored in this article.