High School

In the past 20 years, mathematics education research has seen a turn toward the social and, consequently, discursive aspects of learning (Kieran, Forman, & Sfard, 2001; Ryve, 2011). A heightened attention to discursive features of instruction is seen in the recent publication Principles to Actions (NCTM, 2014), which describes an ambitious image of mathematics teaching and learning for the 21st century.

This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.

This session explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. With the English language learner (ELL) population in U.S. schools on the rise and a growing demand for expansion and development of STEM education, intersecting research in these two fields represents an important effort to address pressing issues in U.S. schools and the STEM workforce.

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.

DR K–12 projects have been funded to conduct (1) activities and develop materials that are beneficial to the STEM education community (teachers and students) and (2) education research to ensure continuous improvement of these activities and materials.

Examples of research practices that limit the validity of research syntheses are not difficult to find. For example, Education Development Center, Inc. (EDC), and Abt Associates reported in their Compendium of STEM Instruments that psychometric reporting practices in the STEM community tend to be insufficient, and this limited what they could learn from their synthesis.

The Next Generation Science Standards present important shifts for science teaching, assessment, and curriculum materials—focusing on core explanatory ideas, a central role for science and engineering practices, and coherence across time and science disciplines. These challenges for practice require new theoretical advances.

Biological Sciences Curriculum Study (BSCS) and project partners are developing an online course for high school science teachers. The purpose of the course is to help teachers understand key energy concepts in alternative energy contexts. The course includes three interactive learning experiences (interactives) that use life cycle data from the National Renewable Energy Lab (NREL).