Submitted by cadre-admin on
This document includes ELL science and math education-related presentations at popular education conferences taking place between March and December 2010. This document will be periodically updated by CADRE staff.
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The following list of projects and accompanying descriptions was compiled for CADRE’s ELL Working Group to provide members with an overview of their fellow group members’ work.
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Curriculum SIG Meeting from June 29 & 30, 2010 in Newton, MA: Meeting Take Aways and Next Steps.
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Submitted by Amanda Miller on
Submitted by Amanda Miller on
Cullen, C. J., & Barrett, J. E., (2010) Strategy use indicative of an understanding of units of length. In M. Pinto & T. Kawasaki (Eds.), Proceedings of the 34th Annual Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 281-288. Belo Horizonte, Brazil: International Group for the Psychology of Mathematics Education.
Submitted by cadre-admin on
Achieve (in partnership with the CCSS mathematics writing team) convened a group of experts to develop Model Course Pathways in Mathematics based on the Common Core State Standards. Four model course pathways were created, each of which is intended to significantly increase the coherence of high school mathematics courses.
Submitted by Leana Nordstrom on
Attached is a report based on the recent STEM Workshop Series including recommendations for needed research and development in four areas:
Submitted by Katherine Gavin on
This advanced unit is the first in a series of 6 Project M2 units. The units foster inquiry and engage students in critical thinking, problem solving, and mathematical discourse. In this unit, grade 2 units explore properties of twp- and three-dimensional shapes with a focus on the relationship between the two. The focus is on students thinking and acting like mathematicians as they discuss and write about the mathemtics they are learning. Research results show significant achievement gains in geometry from pre to post testing and a significant difference favoring the intervention grou
Submitted by Cynthia Sunal on
This article poses questions regarding the quality of teaching in undergraduate entry-level science courses. What do we know about faculty efforts at their own professional development? What are short and long term effects of extensive faculty development?
