Middle School

Fostering Mathematics Success in English Language Learners

This project is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students.

Award Number: 
0821950
Funding Period: 
Fri, 08/15/2008 to Sun, 07/31/2011
Full Description: 

Education Development Center, Inc. (EDC), and Horizon Research, Inc., are conducting the DR-K12 research project, Fostering Mathematics Success of English Language Learners (ELLs): An Efficacy Study of Teacher Professional Development (FMSELL), a study of the effects of the Fostering Geometric Thinking

Toolkit professional development materials (FGTT) for teachers of ELLs. It will address four research questions:

1.     Does participation in FGTT increase teachers’ geometric content knowledge?

2.     How does teachers’ participation affect attention to students’ thinking and mathematical communication?

3.     How does participation affect instructional practices?

4.     What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT?

FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The project tests the hypothesis that geometric problem solving invites diagramming, drawing, use of colloquial language, and gesturing to complement mathematical communication and affords teachers opportunities to support ELL learning. The research design uses a randomized block design with 25 pairs of professional development facilitators matched according to their districts’ demographic information.

Materials Research Science and Engineering Center (MRSEC): The Georgia Tech Laboratory for New Electronic Materials

This project addresses the need for new electronic materials and associated processes for applications in microelectronics, optics and sensors. Materials growth methods, electrical, chemical and physical characterization, pattern generation, device fabrication, and theory/modeling are invoked to ensure holistic and interdisciplinary approaches to the development and investigation of novel materials and devices.

Award Number: 
0820382
Funding Period: 
Mon, 09/01/2008 to Sun, 08/31/2014

Science Learning: Integrating Design, Engineering and Robotics (SLIDER)

This project is developing and implementing a rigorous eighth grade physical science program that utilizes engineering design, LEGO™ robotics and mechanics, and a problem-based learning approach to teach mechanics, waves, and energy.

Award Number: 
0918618
Funding Period: 
Thu, 10/01/2009 to Tue, 09/30/2014
Project Evaluator: 
Dr. Gordon Kingsley
Full Description: 

SLIDER is a 5 year $3.5 million grant from the National Science Foundation's (NSF) Discovery Research K-12 (DR-K12) program. During the grant period (10/1/09 -9/30/14), the SLIDER program will seek to answer the question: "What effects do robotics, engineering design, and problem-based inquiry science have on student learning and academic engagement in 8th grade physical science classes?"

The Team:

Georgia Tech faculty and staff from a number of academic units (CEISMC, CETL, Math, Psychology, Biomedical Engineering & Computing) and a national-level advisory board.  

Teachers, principals and school system administrators representing Fulton County Schools, Cobb County Schools  and Emanuel County Schools and the Georgia Department of Education.

Richard Millman  PI
Marion Usselman  Co - PI
Donna Llewellyn Co-PI for Research

Program Goals:

  1. Design and implement a problem-based robotics curriculum as a context for 8th graders to learn physics and reasoning skills, and as a way to increase student engagement, motivation, aptitude, creativity and STEM interest.
  2. Conduct research to determine the effectiveness of the program across all curriculum development parameters.
  3. Determine how students engage the material across ethnic, socio- cultural, gender and geographic (rural, urban, and suburban) lines.
  4. Measure the “staying power” of the experience as students move from middle to high school.

The Method:

Using “backwards design” strategies, the SLIDER curriculum development team at CEISMC will create inquiry-based engineering design instructional materials for 8th grade Physical Science that use robotics as the learning tool and that are aligned with the Georgia Performance Standards (GPS). The materials will employ problem-based challenges that require students to design, program, investigate, and reflect, and then revise their product or solution. They will consist of three 4-6 week modules that cover the physics concepts of Mechanics (force, motion, simple machines), Waves (light, sound, magnetism, electricity, heat), and Energy.   CEISMC will also design the teacher professional development necessary for effective implementation of the curriculum.

Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Stinson)

This project convenes two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students. Research suggests that there is a negative relationship between African American students and mathematics. This relationship is exacerbated by the underrepresentation of African American students in advanced mathematics classes, even when they are the majority of school populations, and the overrepresentation of African American students in lower-track mathematics courses and special education.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0910672
Funding Period: 
Thu, 10/01/2009 to Sun, 09/30/2012

Antarctic Penguins, Teaching the Science of Climate Change: A Celebration of IPY

This project uses Antarctic pack-ice penguins to hook students into exploring how science investigates changes in Earths biota and climate. The project builds on a pilot effort, called Penguin Science, and will develop PowerPoint presentations, short video \"webisodes,\" background reading material, and live and interactive website components to engage students in ongoing field research. Students, K-14, will be involved in climate-change research that will include ecology, sedimentology, paleontology, glaciology and oceanography.

Lead Organization(s): 
Award Number: 
0732502
Funding Period: 
Sat, 09/15/2007 to Mon, 08/31/2009

Creation and Dissemination of Upper-elementary Mathematics Assessment Modules

This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades.
Lead Organization(s): 
Award Number: 
0831450
Funding Period: 
Fri, 05/01/2009 to Mon, 04/30/2012
Full Description: 
This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades. There are four equivalent forms for each of the fourth and fifth grades, with each form covering (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement. Items are based in the literature on student's cognitive growth and are meant to:
  • Represent central ideas in the subject matter;
  • Focus on the meaning of facts and procedures; and
  • Require more complex responses than traditional multiple-choice problems. 
These forms and associated technical materials can be accessed at: http://cepr.harvard.edu/ncte-student-assessments

Helping Teachers to Use and Students To Learn From Contrasting Examples: A Scale-up Study in Algebra I

Several small-scale experimental classroom studies Star and Rittle-Johnson demonstrate the value of comparison in mathematics learning: Students who learned by comparing and contrasting alternative solution methods made greater gains in conceptual knowledge, procedural knowledge, and flexibility than those who studied the same solution methods one at a time. This study will extend that prior work by developing, piloting, and then evaluating the impact of comparison on students' learning of mathematics in a full-year algebra course.

Lead Organization(s): 
Award Number: 
0814571
Funding Period: 
Mon, 09/15/2008 to Tue, 08/31/2010

Simulation and Modeling in Technology Education (SMTE)

This project develops and researches the academic potential of a hybrid instructional model that infuses computer simulations, modeling, and educational gaming into middle school technology education programs. These prototypical materials use 3-D simulations and educational gaming to support students’ learning of STEM content and skills through developing solutions to design challenges.

Project Email: 
Lead Organization(s): 
Award Number: 
0821965
Funding Period: 
Fri, 08/01/2008 to Sun, 07/31/2011
Project Evaluator: 
Dr. Deborah Hecht

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