Mathematics

The primary aim of the MMaRS study is to develop a mathematics assessment system to use for grades K-2 that measure students’ abilities in two foundational and predictive constructs, numeric relational reasoning (NRR) and spatial reasoning (SR). Teachers may use results of these assessments to guide their instructional decision making to support student learning of these constructs. The objectives of the project are to develop formative assessments supporting each grade level (K-2) for each of the NRR and SR constructs and collect validity and reliability evidence.

The Taking a Deep Dive (TaDD) study examines the residual impacts of four different professional development models on teacher learning, specifically 3-4 years after the actual PD experiences. The project is conducting a rigorous cross case analysis across participants from the different projects. Additionally, a survey was given to participants in May 2019 which was 3-4 years after their PD experience. Findings contribute to the PD landscape of PD design and survey design.

This project developed a system of practical measures, and associated routines and data visualizations, to support the implementation of instructional improvement strategies (e.g., coaching) in middle-grades mathematics teaching. Classroom and professional learning measures assess students’ and teachers’ perspectives of key aspects of the learning environment, respectively. We will highlight the contributions they have made to our partner districts’ improvement efforts; and our attention to validity in the design and use of practical measures.

The Researching Order of Teaching project provides structured scaffolds for teachers to implement two sets of research-based teaching strategies hypothesized to positively impact mathematics achievement in mathematical modeling and problem solving. The poster summarizes the teaching strategies and associated research.

The aim of this project is to develop and test the efficacy of a play-based numeracy intervention for preschool classrooms. Classrooms were randomly assigned to two experimental conditions (representing different pedagogical guidance approaches) and a business-as-usual control condition. Teachers in experimental classrooms were trained to incorporate a set of numeracy games. The intervention was assessed by pre- and post-test measures of teachers and children, 11 structured observations, and focus group data.

This project explores how children in grades K-2 understand visual representations of algebraic concepts. For instance, children create tables or graphs to organize information about the relationship between two quantities. They might use graphs and diagrams to explain their mathematical thinking and develop their understanding of relationships in numbers and operations. The project uses data gathered in K-2 classrooms and via interviews with children to describe their use of the visual representations.

This project explores the potential of lesson-centered collaboration on lessons for supporting teachers’ professional growth. Specifically, the project examines how the exchange between both domestic and international teams of teachers centered on teacher-generated lesson artifacts—in the form of storyboarded lessons and annotations of those lessons—can serve as a powerful tool for supporting teachers’ ongoing professional learning and growth through collaboration.

The project is extending a digital collaborative platform for networks of teachers to create, use, and share resources for planning, teaching, and reflecting. The resources online include problem-based curriculum, classroom artifacts from students, and resources created by teachers. We report on how teachers use the resources, collaborate with each other, and make instructional decisions. With more classroom resources being created online, the project will help understand how mathematics teaching can be best supported.

In this session, we share our conceptualization of an Equitable and Interactive Mathematical Modeling (EIM2) program that positions students as decision-makers in their own learning. Students engage in equitable mathematical modeling, a process of using mathematics to analyze and quantify scenarios through a lens of equity. The program involves collaborations with middle school students, a professional learning community series with their mathematics teachers, and the creation of a free online platform that hosts EIM2 modules.

Working in two high-needs urban school districts, Doing the Math refines and researches a mathematics professional development model for paraeducators in grades PK-3 through ongoing PD designed to enhance pedagogical content knowledge and mathematics teaching self-efficacy. This work also provides opportunities to support pathways to teaching, address the critical teacher shortage and diversify the teaching pool. Program sustainability is supported through integration in PD of classroom teachers, mathematics coaches, and use of PD graduated paraeducators.