Presentation

Slides & Recording from the 2021 DRK-12 Solicitation Webinar

On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education research funding opportunity. Proposal deadline October 6, 2021.

VIEW: JULY 7 RECORDING | JULY 22 RECORDING

Author/Presenter: 
Mike Steele
Lead Organization(s): 
Year: 
2021
Short Description: 

On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education research funding opportunity. Proposal deadline October 6, 2021.

Resource(s): 

Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov

NSF is taking proactive steps to incrementally move the preparation and submission of all proposals from FastLane to Research.gov. On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system before working on proposals. The session included a walk-through of how to quickly and easily create a proposal, upload proposal documents, manage senior personnel, and much more using NSF's user-friendly and intuitive Research.gov system. 

Author/Presenter: 
Sonya Arora
Stephanie Yee
Lead Organization(s): 
Year: 
2021
Short Description: 

On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system before working on proposals.

Developing a Problem-Solving Measure for Grade 4

Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4).

Author/Presenter: 
Jonathan Bostic
Gabriel Matney
Toni A. Sondergeld
Gregory E. Stone
Year: 
2019
Short Description: 

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

Supporting Students' Pathways through the Cycle of Inquiry and Justification

The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored. This presentation was part of the NCTM 100 Days of Professional Learning.
 
Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2020
Short Description: 

This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter: 
Joseph DiNapoli
Eileen Murray
Doug O'Roark
John Russell
Year: 
2020
Short Description: 

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter: 
Amy Brodesky
Jessica Hunt
Karen Mutch-Jones
Judy Storeygard
Year: 
2020
Short Description: 

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Webinar Resources: Managing Your NSF Grant

NSF grants and program officers led a session on NSF grant policies and grant management procedures. Topics covered included personnel, budgets, notifications and requests, and preparing high quality annual and final reports.

Slides & Recording:

Author/Presenter: 
Cartia Brown-Morgan
L. Rashawn Farrior
Julie Johnson
Robert Ochsendorf
Lead Organization(s): 
Year: 
2020
Short Description: 

NSF grants and program officers led a session on NSF grant policies and grant management procedures. Topics covered included personnel, budgets, notifications and requests, and preparing high quality annual and final reports.

Backward Transfer Effects when Learning about Quadratic Functions

Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.

Hohensee, C., Willoughby, L., & Gartland, S. (2018, July). Backward transfer effects when learning about quadratic functions. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 65). Umeå, Sweden: PME.

Author/Presenter: 
Charles Hohensee
Laura Willoughby
Sara Gartland
Lead Organization(s): 
Year: 
2018
Short Description: 

Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.

Backward Transfer Effects on Action and Process Views of Functions

Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Hohensee, C., Gartland, S., & Willoughby, L. (2019, November). Backward transfer effects on action and process views of functions. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.

Author/Presenter: 
Charles Hohensee
Sara Gartland
Laura Willoughby
Lead Organization(s): 
Year: 
2019
Short Description: 

Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

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