Mathematics

Student engagement in math and science is vital to students' academic achievement and long-term participation in science, technology, engineering, and mathematic (STEM) courses and careers. In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement. Our qualitative analysis of student and teacher interviews supported the multidimensional construct of engagement outlined in the academic literature.

There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The sample was recruited from an ethnically and socioeconomically diverse middle and high school student population in the United States.

This paper describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests.

Brodesky, A., Fagan, E., Tobey, C., & Hirsch, L. (2016). Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers. NCSM Journal of Mathematics Education Leadership, 17(1), 20-37.

The main goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, and the mathematical quality of instruction (MQI) in middle grade classrooms.

This paper describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs.

Fagan, E., Tobey, C., & Brodesky, A. (2016). Targeting Instruction with Formative Assessment Probes. Teaching Children Mathematics, 23(3), 146-157.

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.

This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking. We conceptualize responsive teaching as a type of teaching in which teachers’ instructional decisions about what to pursue and how to pursue it are continually adjusted during instruction in response to children’s content-specific thinking, instead of being determined in advance.

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.

Lucadamo, K. (2016, September 6). Can All Students Succeed at Science and Tec High Schools? U.S News Report. Retrieved from http://www.usnews.com/news/articles/2016-09-26/can-all-students-succeed….

Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the U.S.