This poster provides an overview of our three-year project where researchers are using a design-based research approach to develop, pilot, and refine a set of coordinated and complementary practice-based activities that teacher education programs can deploy to provide practice-based learning opportunities for preservice teachers. The goal is to help the preservice teachers to engage in authentic, purposeful, and scaffolded approximations of practice as they develop their ability to facilitate argumentation-focused discussions in mathematics and science.
The Building on MOSTs project focuses on improving the teaching of secondary school mathematics by exploring the teaching practice of building on MOSTs (Mathematical Opportunities in Student Thinking). We cyclically work with teachers to enact the practice, analyze those enactments, and refine our understanding of the practice. Building consists of four elements: (1) Establish, (2) Grapple Toss, (3) Conduct, and (4) Make Explicit.
PI: Keith Leatham, Brigham Young University
With operating title Researching Order of Teaching (ROOT), this project brings together 100 middle grades mathematics teachers in a teacher-researcher alliance to articulate effective instructional practices for promoting modeling and problem-solving achievement. Strategies center around Explicit Attention to Concepts and Student Opportunities to Struggle, culminating in a randomized cluster crossover trial. The poster includes results from the first two years, featuring professional development materials, a video observation tool, and findings from classroom studies.
Our vision is to make computational modeling a sustained practice in middle school science classrooms. We are working closely with teachers to design a tool and curricula that integrate computational modeling with data practices and enables students to move towards unpacking models and their underlying assumptions. Our research questions involve investigating 1. students modeling trajectories in this environment; 2. how classrooms norms develop over time; and, 3. the interplay between computational modeling and data practices.
This poster provides a methodological overview of the Parents Promoting Early Learning Study's online approach to direct assessment of toddler's math skills during the COVID-19 pandemic. Preliminary data will be presented about the reliability and validity of our measures of children's numeracy and spatial skills. Additionally, we will highlight some of the challenges in conducting online assessments with a socioeconomically diverse sample of families during the pandemic.
Co-PI(s): Leanne Elliott and Portia Miller, University of Pittsburgh
Through DEAP, we have created three Problem-Solving Measures (PSMs) that address the Common Core State Math Content for grades 3, 4, 5, and 6 and built a robust validity argument for their use and score interpretations. We have also used vertical equating to link the PSMs with the already functioning middle-school PSMs (grades 6, 7, and 8). We are constructing a DEAP reporting system and investigating how the reporting system formatively informs teachers instructional decisions.
This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum will be shared.
Co-PI(s): Matthew Marino and Michelle Taub, University of Central Florida