Mixed Methods

Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore)

This project builds on a line of work that has developed and studied the Model Based Educational Resource (MBER), a year-long curriculum for high school biology. The project will generate rigorous causal evidence on how this approach to biology teaching and learning can support student learning, and foundational information on how to support high school teachers in improving their teaching. It will also provide resources to expand and update MBER to reflect the changing high school science landscape by integrating Earth Science standards into the year long sequence.

Partner Organization(s): 
Award Number: 
1814263
Funding Period: 
Wed, 08/01/2018 to Sun, 07/31/2022
Full Description: 

This project builds on a line of work that has developed and studied the Model Based Educational Resource (MBER), a year-long curriculum for high school biology. In classrooms using MBER, modeling serves as an anchoring practice that keeps the inquiry tied to the goal of making sense of the world, helping teachers to engage their students in a range of cognitive and social activities that lead to deep understanding of scientific ideas. This project will generate rigorous causal evidence on how this approach to biology teaching and learning can support student learning, and foundational information on how to support high school teachers in improving their teaching. This funding will also provide resources to expand and update MBER to reflect the changing high school science landscape by integrating Earth Science standards into the year long sequence. The study will address the general research question: What is the impact of the Model Based Educational Resource (MBER) on high school students' science achievement, and what factors influence that impact? In addition to generating important research findings, the materials revised and studied in this project will be open-source and freely available to teachers and schools.

This study addresses a significant gap in the research on next generation curriculum materials. While there is emerging agreement about the importance of instructional materials in supporting teachers in effectively engaging students in the practices of science, there is very little empirical evidence to support such claims. The goal of this project is to study the impact of the MBER program through a cluster randomized trial and expand the promise of efficacy and feasibility established in previous work. This study will be able to make causal claims by using an experimental design in which 32 high school teachers serve as their own controls, and by using multi-level modeling in the analysis. This study will advance the field's knowledge about the impact of innovative materials on student learning, measured by both project-level assessments and the state science test. Exploratory research questions will examine a) how using the MBER program develops teachers' vision of the Next Generation Science Standards, b) how student learning is mediated by the fidelity of implementation of the materials, c) how teachers interact with materials designed to be modified for their classroom context, and d) to what extent the MBER materials provide equitable opportunities to learn and close achievement gaps.

Strengthening Data Literacy Across the Curriculum

This project will develop a set of statistics learning materials, with data visualization tools and an applied social science focus, to design applied data investigations addressing real-world socioeconomic questions with large-scale social science data. This project is designed to promote statistical understandings and interest in quantitative data analysis among high school students and engage students with content that resonates with their interests.

Award Number: 
1813956
Funding Period: 
Sun, 07/01/2018 to Wed, 06/30/2021
Full Description: 

The Strengthening Data Literacy across the Curriculum (SDLC) project seeks to significantly enhance the learning and teaching of Science, Technology, Engineering, and Mathematics (STEM) high school students and teachers through the development of resources, models, and tools. This project is designed to promote statistical understandings and interest in quantitative data analysis among high school students. The project will target students outside mathematics and statistics classes who seldom have opportunities formally make sense of large-scale quantitative data. The population for the initial study will be humanities/social studies and mathematics/statistics high school teachers and their classes. The focus on social justice themes are intended to engage students with content that resonates with their interests. This strategy has the potential to demonstrate ways to provide rich, meaningful statistical instruction to a population that seldom has the opportunity for such learning. By capturing students' imagination and interest with social justice themes, this project has the potential of high impact in today's society where understanding and preparing statistical reports are becoming more critical to the general populace.

This project will build on prior theory and research to develop a new set of statistics learning materials, with data visualization tools and an applied social science focus to design three 2-week applied data investigations (self-contained modules) addressing real-world socioeconomic questions with large-scale social science data. The modules will be aligned with the high school Common Core State Standards for Mathematics and key statistical content for college students. The purpose of the study is to strengthen existing theories of how to design classroom learning materials to support two primary sets of outcomes for high school students, particularly among those historically underrepresented in STEM fields: 1) stronger understandings of important statistics concepts and data analysis practices, and 2) interest in statistics and working with data.  The modules will engage students in a four-step investigative process where they will (1) formulate questions that can be answered with data; (2) design and implement a plan to assemble appropriate data; (3) use numerical and graphical methods to explore the data; and (4) summarize conclusions relating back to the original questions and citing relevant components of the analysis that support their interpretation and acknowledging other interpretations.

The project will employ a Design-Based Implementation Research (DBIR) design using both quantitative and qualitative data to determine results of targeted outcomes (noted above) as well track whether there is any evidence to support the conjectures that key module components directly impact targeted student outcomes. Starting with a well-defined, preliminary conceptual framework for the study, the project team will conduct four cycles of iterative design and testing of the proposed SDLC modules over two academic years, with each cycle occurring during a fall or spring semester.

A Practice-based Online Learning Environment for Scientific Inquiry with Digitized Museum Collections in Middle School Classrooms

This project will develop and study a prototype online learning environment that supports student learning via Engaging Practices for Inquiry with Collections in Bioscience (EPIC Bioscience), which uses authentic research investigations with digitized collections from natural history museums. 

Lead Organization(s): 
Award Number: 
1812844
Funding Period: 
Fri, 06/15/2018 to Mon, 05/31/2021
Full Description: 

There are an estimated 2-4 billion specimens in the world's natural history collections that contain the data necessary to address complex global issues, including biodiversity and climate. Digitized natural history collections present an untapped opportunity to engage learners in crucial questions of science with far-reaching potential consequences via object-based research investigations. This project will develop and study a prototype online learning environment that supports student learning via Engaging Practices for Inquiry with Collections in Bioscience (EPIC Bioscience). EPIC Bioscience uses authentic research investigations with digitized collections from natural history museums. The project team will create a curriculum aligned with the Next Generation of Science Standards (NGSS) for middle school students, emphasizing a major disciplinary core idea in grades 6-8 life science, Ecosystems: Interactions, Energy, and Dynamics. The project has three major goals: 1) Develop an online learning environment that guides students through research investigations using digitized natural history collections to teach NGSS life science standards. 2) Investigate how interactive features and conversational scaffolds in the EPIC Bioscience learning environment can promote deeper processing of science content and effective knowledge building. 3) Demonstrate effective approaches to using digitized collections objects for contextualized, research-based science learning that aligns to NGSS standards for middle school classrooms.

The project will examine how and when interactive features of a digital learning environment can be combined with deep questions and effective online scaffolds to promote student engagement, meaningful collaborative discourse, and robust learning outcomes during research with digitized museum collections. Research activities will address: How can interactive features of EPIC Bioscience help students learn disciplinary core ideas and cross cutting concepts via science practices through collections-based research? How can effective patterns of collaborative scientific discourse be supported and enhanced during online, collections-based research? How does the use of digitized scientific collections influence students' levels of engagement and depth of processing during classroom investigations? A significant impact of the proposed work is expanded opportunities for research with authentic museum objects for populations who are traditionally underserved in STEM and are underrepresented in museum visitor demographics (Title I schools, racial/ethnic minorities, and rural school populations). Research activities will engage over 1,500 Title I and rural students (50 classes across three years) in meaningful research investigations with collections objects that address pressing global issues.

Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Hanuscin)

The fundamental purpose of this project is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings.

Partner Organization(s): 
Award Number: 
1814275
Funding Period: 
Sun, 07/01/2018 to Thu, 06/30/2022
Full Description: 

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its fundamental purpose is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings. The selection of this topic will facilitate the development of a proof-of-concept to determine if and how CKT assessments can be developed and used to measure and build elementary teachers' CKT. Also, it will facilitate rapid and targeted refinement of an evidence-centered design process that could be applied to other science topics. Plans are to integrate CKT assessments and related resources into teacher education courses to support the ability of teachers to apply their content knowledge to the work of teaching and learning science. The project will combine efforts from prior projects and engage in foundational research to examine the nature of teachers' CKT and to build theories and hypotheses about the productive use and design of CKT assessment materials to support formative and summative uses. Likewise, the project will create a set of descriptive cases highlighting the use of these tools. Understanding how CKT science assessments can be leveraged as summative tools to evaluate current efforts, and as formative tools to build elementary teachers' specialized, practice-based knowledge will be the central foci of this effort.

The main research questions will be: (1) What is the nature of elementary science teachers' CKT about matter and its interactions?; and (2) How can the development of prospective elementary teachers' CKT be supported within teacher education? To address the research questions, the study will employ a mixed-methods, design-based research approach to gather various sources of validity evidence to support the formative and summative use of the CKT instrument, instructional tasks, and supporting materials. The project will be organized around two main research and development strands. Strand One will build an empirically grounded understanding of the nature of elementary teachers' CKT. Strand Two will focus on developing and studying how CKT instructional tasks can be used formatively within teacher education settings to build elementary teachers' CKT. In addition, the project will refine a conceptual framework that identifies the science-specific teaching practices that comprise the work of teaching science. This will be used as well to assess the CKT that teachers leverage when recognizing, understanding, and responding to the content-intensive practices that they engage in as they teach science. To that end, the study will build on two existing frameworks from prior NSF-funded work. The first was originally developed to create CKT assessments for elementary and middle school teachers in English Language Arts and mathematics. The second focuses on the content challenges that novice elementary science teachers face. It is organized by the instructional tools and practices that elementary science teachers use, such as scientific models and explanations. These instructional practices cut across those addressed in the Next Generation Science Standards' (NGSS; Lead States, 2013) disciplinary strands. The main project's outcomes will be knowledge that builds and refines theories about the nature of elementary teachers' CKT, and how CKT elementary science assessment materials can be designed productively for formative and summative purposes. The project will also result in the development of a suite of valid and reliable assessments that afford interpretations on CKT matter proficiency and can be used to monitor elementary teachers learning. An external advisory board will provide formative and summative feedback on the project's activities and progress.

Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Mikeska)

The fundamental purpose of this project is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1813254
Funding Period: 
Sun, 07/01/2018 to Thu, 06/30/2022
Full Description: 

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its fundamental purpose is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings. The selection of this topic will facilitate the development of a proof-of-concept to determine if and how CKT assessments can be developed and used to measure and build elementary teachers' CKT. Also, it will facilitate rapid and targeted refinement of an evidence-centered design process that could be applied to other science topics. Plans are to integrate CKT assessments and related resources into teacher education courses to support the ability of teachers to apply their content knowledge to the work of teaching and learning science. The project will combine efforts from prior projects and engage in foundational research to examine the nature of teachers' CKT and to build theories and hypotheses about the productive use and design of CKT assessment materials to support formative and summative uses. Likewise, the project will create a set of descriptive cases highlighting the use of these tools. Understanding how CKT science assessments can be leveraged as summative tools to evaluate current efforts, and as formative tools to build elementary teachers' specialized, practice-based knowledge will be the central foci of this effort.

The main research questions will be: (1) What is the nature of elementary science teachers' CKT about matter and its interactions?; and (2) How can the development of prospective elementary teachers' CKT be supported within teacher education? To address the research questions, the study will employ a mixed-methods, design-based research approach to gather various sources of validity evidence to support the formative and summative use of the CKT instrument, instructional tasks, and supporting materials. The project will be organized around two main research and development strands. Strand One will build an empirically grounded understanding of the nature of elementary teachers' CKT. Strand Two will focus on developing and studying how CKT instructional tasks can be used formatively within teacher education settings to build elementary teachers' CKT. In addition, the project will refine a conceptual framework that identifies the science-specific teaching practices that comprise the work of teaching science. This will be used as well to assess the CKT that teachers leverage when recognizing, understanding, and responding to the content-intensive practices that they engage in as they teach science. To that end, the study will build on two existing frameworks from prior NSF-funded work. The first was originally developed to create CKT assessments for elementary and middle school teachers in English Language Arts and mathematics. The second focuses on the content challenges that novice elementary science teachers face. It is organized by the instructional tools and practices that elementary science teachers use, such as scientific models and explanations. These instructional practices cut across those addressed in the Next Generation Science Standards' (NGSS; Lead States, 2013) disciplinary strands. The main project's outcomes will be knowledge that builds and refines theories about the nature of elementary teachers' CKT, and how CKT elementary science assessment materials can be designed productively for formative and summative purposes. The project will also result in the development of a suite of valid and reliable assessments that afford interpretations on CKT matter proficiency and can be used to monitor elementary teachers learning. An external advisory board will provide formative and summative feedback on the project's activities and progress.

A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Borko)

This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt a previously designed Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices.

Lead Organization(s): 
Award Number: 
1720930
Funding Period: 
Sun, 10/01/2017 to Thu, 09/30/2021
Full Description: 

The Lawrence Hall of Science (the Hall) and Stanford University teams have previously developed and tested the efficacy of a program of Professional Learning (PL) which is focused on improving teachers' ability to support students' ability to engage in scientific argumentation. Key components of the PL model include a week-long summer institute and follow-up sessions during the academic year that incorporate additional pedagogical input, video reflection, and planning time. In this project, the Hall and Stanford are working in partnership with the Santa Clara Unified School District (SCUSD) to adapt the PL model based on the District's objectives and constraints, to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. This will enable the District to continue to adapt and implement the program independently at the conclusion of the project. Concurrently, the project is studying the adaptability of the PL model and the effectiveness of its implementation, and is developing guidelines and tools for other districts to use in adapting and implementing the PL model in their local contexts. Thus, this project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.

The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices, with a particular focus on engaging students in argument from evidence. Results from the Hall and Stanford's previous research project indicate that the PL model is effective at significantly improving teachers' and students' classroom discourse practices. These findings suggest that a version of the model, adapted to the context and needs of a different school district, has the potential to improve the teaching of science to meet the demands of the current vision of science education. Using a Design-Based Implementation Research approach, this project is (i) working with SCUSD to adapt the PL model; (ii) preparing a district project coordinator and cadre of local teacher leaders (TLs) to implement and further adapt the model; and (iii) studying the adaptation and implementation of the model. The outcomes will be: a) a scalable PL model that can be continually adapted to the objectives and constraints of a district; b) a set of activities and resources for the district to prepare and support the science teacher leaders who will implement the adapted PL program internally with other teachers; and c) knowledge about the adaptations and resources needed for the PL model to be implemented independently by other school districts. The team also is researching the impact of the program on classroom practices and student learning.


Project Videos

2019 STEM for All Video Showcase

Title: Building District Leadership in Scientific Argumentation

Presenter(s): Coralie Delhaye, Emily Reigh, & Emily Weiss

2018 STEM for All Video Showcase


Project MAPLE: Makerspaces Promoting Learning and Engagement

The project plans to develop and study a series of metacognitive strategies that support learning and engagement for struggling middle school students during makerspace experiences. The study will focus narrowly on establishing a foundational understanding of how to ameliorate barriers to engaging in design learning through the use of metacognitive strategies.

Award Number: 
1721236
Funding Period: 
Fri, 09/01/2017 to Sat, 08/31/2019
Full Description: 

The project plans to develop and study a series of metacognitive strategies that support learning and engagement for struggling middle school students during makerspace experiences. The makerspace movement has gained recognition and momentum, which has resulted in many schools integrating makerspace technologies and related curricular practices into the classroom. The study will focus narrowly on establishing a foundational understanding of how to ameliorate barriers to engaging in design learning through the use of metacognitive strategies. The project plans to translate and apply research on the use of metacognitive strategies in supporting struggling learners to develop approaches that teachers can implement to increase opportunities for students who are the most difficult to reach academically. Project strategies, curricula, and other resources will be disseminated through existing outreach websites, research briefs, peer-reviewed publications for researchers and practitioners, and a webinar for those interested in middle-school makerspaces for diverse learners.

The research will address the paucity of studies to inform practitioners about what pedagogical supports help struggling learners engage in these makerspace experiences. The project will focus on two populations of struggling learners in middle schools, students with learning disabilities, and students at risk for academic failure. The rationale for focusing on metacognition within makerspace activities comes from the literature on students with learning disabilities and other struggling learners that suggests that they have difficulty with metacognitive thinking. Multiple instruments will be used to measure metacognitive processes found to be pertinent within the research process. The project will tentatively focus on persistence (attitudes about making), iteration (productive struggle) and intentionality (plan with incremental steps). The work will result in an evidence base around new instructional practices for middle school students who are struggling learners so that they can experience more success during maker learning experiences.

Integrating Chemistry and Earth Science

This project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards.

Award Number: 
1721163
Funding Period: 
Tue, 08/15/2017 to Wed, 07/31/2019
Full Description: 

This Integrating Chemistry and Earth science (ICE) project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards. The overarching goal of the project is to develop teacher capacity to teach and evaluate student abilities to use the practices of scientists and concepts from Earth science and chemistry to understand important phenomena in their immediate, familiar environments. The project has the potential to serve as a model for how to make cutting edge science directly accessible to all students. The project is a collaborative effort that engages scientists, science education researchers, curriculum developers, school curriculum and instruction leaders, and science teachers in the longer term challenge of infusing Earth science concepts and practices across the core high school science courses.

Current guidelines and standards for science education promote learning that engages students in three interrelated dimensions: disciplinary core ideas, scientific practices, and crosscutting ideas. This project is guided by the hypothesis that when provided sustained opportunities to engage in three-dimensional learning experiences, in an integrated Earth science and chemistry context, students will improve in their ability to demonstrate the coordination of disciplinary core ideas, scientific practices, and crosscutting concepts when solving problems and developing explanations related to scientific phenomena. This project will employ a design based research approach, and during the two development-enactment-analysis-and-redesign cycles, the project team will collect student assessment data, teacher interview data, observational data from lessons, teacher surveys, and reflective teacher logbooks. These collected data will provide information about how teachers implement the lessons, what students do during the lessons, and what students learn from them that will lead to better design and a better understanding of student learning. This information will be used to inform the modification of lessons from cycle to cycle, and to inform the professional development materials for teachers. The research agenda for the project is guided by the following questions: 1. What are the design features of ICE lessons that support teachers in enacting three-dimensional instruction within the context of their classroom? 2. What are the design features of embedded three-dimensional assessments that yield useful classroom data for teachers and researchers regarding their students' abilities to integrate core ideas, scientific practices, and crosscutting concepts? 3. What is the nature of student learning related to disciplinary core ideas, scientific practices, and crosscutting concepts that results from students' engagement in ICE lesson sets? 4. What differences emerge in student engagement and learning outcomes for ICE lessons that incorporate local phenomena or data sets as compared to lessons that do not? 5. What contextual factors (i.e., school context, administrative support, time constraints, etc.) influence teachers' implementation of three-dimensional instruction embedded within ICE lessons?


Project Videos

2019 STEM for All Video Showcase

Title: Integrating Chemistry and Earth Science (ICE)

Presenter(s): Alan Berkowitz, Vonceil Anderson, Bess Caplan, Kevin Garner, & Jonathon Grooms


Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science

This project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events.

Lead Organization(s): 
Award Number: 
1721041
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

This project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will examine alternative explanations for natural phenomena associated with extreme weather events, freshwater resource availability, and related topics in learning how to evaluate scientifically valid lines of evidence and explanation. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events. It is expected that engagement in these activities will help students gain proficiency in model-based reasoning, critical thinking, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information.

This 4-year Design and Development project will examine use of Model-Evidence Link (MEL) diagrams that are intended to help students cognitively construct mental scaffolds that assist their engagement in the practices of critical evaluation, plausibility appraisal, and knowledge construction related to science topics that are considered by some as controversial. Prior research has demonstrated the potential educational outcomes of using MEL diagrams, but this project will extend the previous work by examining an approach where students construct their own MEL diagrams (build-a-MELs, or baMELs). The project will examine the use of both pre-constructed MELs and baMELs for effectiveness in promoting student engagement in scientific reasoning and practices. The project will employ design-based research methodologies in pursuing answers to three research questions: (1) Do baMEL activities tested in multiple high school classroom settings promote critical evaluation, plausibility reappraisal, and  scientifically accurate knowledge construction about controversial Earth and space science topics? (2) How do these additional baMELs differ from pre-constructed MELs in promoting critical evaluation, plausibility reappraisal, and knowledge construction? And (3) To what extent does repeated use of both pre-constructed MELs and baMELs result in student engagement of scientific practices (i.e., asking critical questions, using model-based reasoning, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information)? The project will engage high school students taking Earth and space classes in selected schools of Georgia, New Jersey, and within Philadelphia. Teacher professional development opportunities associated with the project will include summer institutes, classroom supports, and mentoring sessions.

Mathematical Learning via Architectural Design and Modeling Using E-Rebuild

This project will explore the learning of mathematics through architectural tasks in an online simulation game, E-Rebuild. In the game-based architectural simulation, students will be able to complete tasks such as building and constructing structures while using mathematics and problem solving. The project will examine how to collect data about students' learning from data generated as they play the game, how students learn mathematics using the simulation, and how the simulation can be included in middle school mathematics learning.

Lead Organization(s): 
Award Number: 
1720533
Funding Period: 
Tue, 08/01/2017 to Sat, 07/31/2021
Full Description: 

This project will explore the learning of mathematics through architectural tasks in an online simulation game, E-Rebuild. There is a need to connect mathematics to real world contexts and problems. In the game-based architectural simulation, students will be able to complete tasks such as building and constructing structures while using mathematics and problem solving. The learning platform will be flexible so teachers can customize tasks for their students. The project will examine how to collect data about students' learning from data generated as they play the game. The project will explore how students learn mathematics using the simulation and how the simulation can be included in middle school mathematics learning.

The project includes two major research questions. First, how will the design of a scalable game-based, design-centered learning platform promote coordination and application of math representation for problem solving? Second, how and under what implementation circumstances will using a scalable architectural game-based learning platform improve students multi-stranded mathematical proficiency (i.e., understanding, problem solving and positive disposition)? A key feature of the project is stealth-assessment or data collected and logged as students use the architectural simulation activities that can be used to understand their mathematics learning. The project uses a design-based research approach to gather data from students and teachers that will inform the design of the learning environment. The qualitative and quantitative data will also be used to understand what students are learning as they play the game and how teachers are interacting with their students. The project will include a mixed methods study to compare classrooms using the architectural activities to classrooms that are using typical activities.

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