2017 AERA Annual Meeting; San Antonio, TX

Event Date
Event Description

To learn more about the annual meeting, visit http://www.aera.net/Events-Meetings/Annual-Meeting/2017-Annual-Meeting-Theme.

At the 2017 AERA Annual Meeting, DR K-12 awardees participated in the structured poster session "Advancing Mathematics Education Through the National Science Foundation's Discovery Research PreK–12 (DRK-12) Program." Chaired by CADRE PI, Catherine McCulloch, with NSF Program Director Margret Hjalmarson as the disscussant, this session shed light on the DR K-12 portfolio of transformative research in mathematics education. This spotlight showcases the work presented during the session: http://cadrek12.org/resources/advancing-mathematics-education-through-n….

DR K-12 Presenters:

  • Janine Firmender, St. Joseph’s University (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
  • William Zahner and Lynda Wynn, San Diego State University (Project: CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics)
  • Min Sun, University of Washington (Project: CAREER: Exploring Beginning Mathematics Teachers' Career Patterns)
  • Jessica Hunt, North Carolina State University (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
  • Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
  • Emily Toutkoushian, Amanda Swearingen, Kihyun "Kelly" Ryoo, and Kristin Bedell, University of North Carolina at Chapel Hill (Project: CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences)
  • Ben Kelcey and Kyle Cox, University of Cincinnati; Nianbo Dong, University of Missouri; Jessaca Spybrook, Western Michigan University (Project: CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics)
  • Gloriana Gonzalez, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
  • Catherine McCulloch, Education Development Center, Inc. (Project: Community for Advancing Discovery Research in Education (CADRE) 2017)
  • Rebecca Callahan, Andrew Hurie, and Desiree Pallais, University of Texas at Austin (Project: Design Technology and Engineering Education for English Learner Students: Project DTEEL)
  • Hebbah El-Moslimany and Kimberly Brenneman, Rutgers University; Alissa Lange, East Tennessee State University (Project: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
  • Alec Kennedy, University of Washington (Project: Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study)
  • Cathy Lachapelle, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
  • Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
  • Leema  Berland and Rosemary Russ, University of Wisconsin (Project: Fostering Pedagogical Argumentation: Pedagogical Reasoning with and about Student Science Ideas)    

  • Gillian Puttick and Brian Drayton, TERC (Project: Innovate to Mitigate: A Crowdsourced Carbon Challenge)
  • Lynsey Gibbons, Boston University; Adrian Larbi-Cherif, Vanderbilt University; Christine Chew, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
  • Hee-Sun Lee and Amy Pallant, The Concord Consortium; Ting Wang and Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
  • Ann House, Emi Iwatani, and Vanessa Peters, SRI International (Project: iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools)
  • Chris Dede, Tina Grotzer, Shari J. Metcalf, Amy M. Kamarainen, and M. Shane Tutwiler, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
  • Jennifer Richards, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
  • Sharon Lynch, Michael Ford, and Shari Matray, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
  • Anita Wager, University of Wisconsin-Madison; Anne Karabon, University of Nebraska Omaha (Project: Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics)
  • Lorena Llosa, Okhee Lee, Christopher D. Van Booven, and Alison Haas, New York University (Project: Promoting Science among English Language Learners (P-SELL) Scale-Up)
  • Deborah Hanuscin, Zandra de Araujo, Mark W. Ehlert, and Kelsey Lipsitz University of Missouri; Jamie N. Mikeska, Educational Testing Service; Dante Cisterna, Michigan State University; Hilda Borko, Evan J. Fishman, Florencia Gomez Zaccarelli, and Jonathan F. Osborne, Stanford University; Craig Strang, University of California, Berkeley; Emily Weiss, Exploratorium; Christine R. Lotter, University of South Carolina; Jonathan E. Singer, University of Maryland - Baltimore County (Project: QuEST: Quality Elementary Science Teaching)
  • Joanne Lobato, Carren Walker, and C. David Walters, San Diego State University (Project: Re-Imagining Video-Based Online Learning)
  • Dilafruz Williams, Sybil Kelley, Heather Brule, Ellen Skinner, and Claire Lagerwey, Portland State University (Project: Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students' Success in Low-Income Middle Schools)
  • Jorge Solis and Karmin San Martin, University of Texas at San Antonio (Project: Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA))
  • Sara Heredia, University of North Carolina at Greensboro (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
  • Daniel Damelin, The Concord Consortium (Project: Supporting Secondary Students in Building External Models (Collaborative Research: Damelin))
  • Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
  • Susan Empson, University of Missouri; Vicki Jacobs, Naomi Jessup, and Amy Hewitt, University of North Carolina at Greensboro; Gladys Krause and D'Anna Pynes, University of Texas at Austin (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
  • Angela Calabrese Barton, Kathleen Schenkel, Christina Restrepo Nazar, and Marcos Gonzalez, Michigan State University; Edna Tan, University of North Carolina at Greensboro (Project: Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering)