Algebra

Mathematics Discourse in Secondary Classrooms (M-DISC): A Case-Based Professional Development Curriculum

This project is developing, designing, and testing materials for professional development leaders (e.g., teacher educators, district mathematics specialists, secondary mathematic department chairs) to use in their work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasize high-level mathematical explanation, justification, and argumentation.

Award Number: 
0918117
Funding Period: 
Sat, 08/01/2009 to Thu, 07/31/2014
Project Evaluator: 
Horizon

Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-modeling Environment (NMRSD-CCME)

The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.

Project Email: 
Lead Organization(s): 
Award Number: 
0822296
Funding Period: 
Fri, 08/01/2008 to Wed, 07/31/2013
Project Evaluator: 
Dr. C. Brown
Full Description: 

PUM (PhysicsUnionMathematics) Exploration

The PuM project develops and conducts research on a learning continuum for seamless instruction in middle school physical science and high school physics. The ultimate goal is to use physics as the context to develop mathematics literacy, particularly with students from underrepresented populations and special needs students. The research component analyzes the effects of the curriculum on students' learning while simultaneously investigating teachers' pedagogical content knowledge in a variety of forms.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733140
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010

Foundations of Algebra in the Elementary and Middle Grades: Supporting Students to Make, Represent and Justify General Claims about Operations

This project develops images, extended examples, and principles that illustrate how the articulation, representation and justification of general claims about operations evolve in the elementary grades and how this work supports the transition from arithmetic to algebra in the middle grades. An online course uses the Sourcebook as a text to engage teachers in considering the underlying pedagogical and mathematical aspects of the work and implementing these ideas in their instruction.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0550176
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011
Project Evaluator: 
Megan Franke

CAREER: Collaborative Learning with Classroom Networks: Integrating Technological and Pedagogical Innovations

This project studies teaching practices in a year-long high school algebra course that integrates hand-held and other electronic devices. Of particular interest is how these technologies can support learners' capacity to efficiently and effectively draw on the distributed intelligences that technical and social networks make available. The investigation focuses on collaborative learning tasks centered on collective mathematical objects, such as functions, expressions, and coordinates that participants in a group must jointly manipulate through networked computers.

Award Number: 
0747536
Funding Period: 
Tue, 07/01/2008 to Sun, 06/30/2013

A Longitudinal Comparison of the Effects of the Connected Mathematics Program and Other Curricula on Middle School Students' Learning of Algebra

This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0454739
Funding Period: 
Tue, 03/01/2005 to Mon, 02/28/2011

Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching

This project focuses on practicing and preservice secondary mathematics teachers and mathematics teacher educators. The project is researching, designing, and developing materials for preservice secondary mathematics teachers that enable them to acquire the mathematical knowledge and situated rationality central to teaching, in particular as it regards the leading of mathematical discussions in classrooms.

Award Number: 
0918425
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2018
Project Evaluator: 
Miriam Gamoran Sherin
Full Description: 

Researchers at the Universities of Michigan and Maryland are developing materials to survey the rationality behind secondary mathematics teaching practice and to support the development by secondary mathematics preservice teachers of specialized knowledge and skills for teaching. The project focuses on the leading of classroom discussions for the learning of algebra and geometry.

Using animations of instructional scenarios, the project is developing online, multimedia questionnaires and using them to assess practicing teachers' mathematical knowledge for teaching and their evaluations of teacher decision making. Reports and forum entries from the questionnaires are integrated into a learning environment for prospective teachers and their instructors built around these animated scenarios. This environment allows pre-service teachers to navigate, annotate, and communicate about the scenarios; and it allows their instructors to plan using those scenarios and share experiences with their counterparts.

The research on teachers' rationality uses an experimental design with embedded one-way ANOVA, while the development of the learning environment uses a process of iterative design, implementation, and evaluation. The project evaluation by researchers at Northwestern University uses qualitative methods to examine the content provided in the environment as well as the usefulness perceived by teacher educators of a state network and their students.

Developing Algebra-ready Students for Middle School: Exploring the Impact of Early Algebra

This project is developing and testing a curricular learning progression of early algebra objectives and activities for students in grades 3 - 5. The goal of the work is to provide teachers with curricular guidance and instructional resources that are useful in preparing students for success in study of algebra at the middle grade level. The project is also developing and validating assessment tools for evaluating student progress toward essential pre-algebra mathematical understandings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1207945
Funding Period: 
Thu, 09/01/2011 to Sat, 08/31/2013
Full Description: 

 

An Architecture of Intensification: Building a Comprehensive Program for Struggling Students in Double-Period Algebra Classes

This project is carrying out a research and development initiative to increase the success rates of our most at-risk high school students—ninth-grade students enrolled in algebra classes but significantly underprepared for high school mathematics. It will also result in new understandings about effective approaches for teaching mathematics to struggling students and about effective ways for implementing these approaches at scale, particularly in urban school districts.

Award Number: 
0918434
Funding Period: 
Tue, 09/01/2009 to Thu, 03/01/2012
Project Evaluator: 
Inverness Research Inc.
Full Description: 

Intensified Algebra I, a comprehensive program used in an extended-time algebra class, helps students who are one to two years behind in mathematics become successful in algebra. It is a research and development initiative of the Charles A. Dana Center at The University of Texas at Austin, the Learning Sciences Research Institute at the University of Illinois at Chicago, and Agile Mind, that transforms the teaching of algebra to students who struggle in mathematics. Central to the program is the idea that struggling students need a powerful combination of a challenging curriculum, cohesive, targeted supports, and additional well-structured classroom time. Intensified Algebra I seeks to addresses the need for a robust Algebra I curriculum with embedded, efficient review and repair of foundational mathematical skills and concepts. It aims to address multiple dimensions of learning mathematics, including social, affective, linguistic, and cognitive. Intensified Algebra I uses an asset-based approach that builds on students’ strengths and helps students to develop academic skills and identities by engaging them in the learning experience. The program is designed to help struggling students succeed in catching up to their peers, equipping them to be successful in Algebra I and their future mathematics and science courses.

Evaluation of the Cognitive, Psychometric, and Instructional Affordances of Curriculum-embedded Assessments: A Comprehensive Validity-based Approach

This project’s overarching goal is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.

Partner Organization(s): 
Award Number: 
0732090
Funding Period: 
Tue, 01/01/2008 to Mon, 12/31/2012
Project Evaluator: 
James Minstrell

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