What's New on CADREK12.org

Resource | LEAP: Learning through an Early Algebra Progression
Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period. LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press. Blanton, M.,...
Posted: Friday, March 19
Resource | What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning
This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns...
Posted: Friday, March 19
Event | Institute of Electrical and Electronics Engineers 2021 IEEE Integrated STEM Education Conference - VIRTUAL
To learn more, visit https://ewh.ieee.org/conf/stem/. DRK-12 Presenters: Adrienne Smith, Rebecca Lowe, and Christie Prout, Cynosure; Guenter Maresch, Christopher Bacot, Lura Sapp, and William Eustace, North Florida College
Posted: Friday, March 19
Event | American Chemical Society 2021 ACS Spring Annual Meeting - VIRTUAL
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html. DRK-12 Presenters: KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University
Posted: Friday, March 19
Event | ITEST Proposal Development – Research and Evaluation
STELAR's ITEST Proposal Development Course is a free resource designed to guide novice NSF proposal writers through the process of developing a full proposal for the August 13 ITEST solicitation deadline.  Join STELAR on Thursday, April 15 for the next webinar in their series.  This webinar will present information about research and evaluation designs for ITEST proposals. We will focus on...
Posted: Friday, March 19
Resource | COVID-19 Curriculum Materials
Societal issues with important connections to science such as COVID-19 (and other challenges like climate change) are part of a broader class of problems known as Socio-Scientific Issues (SSI). In response to COVID-19, this set of learning activities was co-developed with several high school science teachers to create a set of SSI-based learning activities to help students learn about the science...
Posted: Thursday, March 18
Early Career News | The Use of Metaphor to Explore Prospective Mathematics Teachers’ Projective Identity
Carlos Nicolas Gomez (2014-15 CADRE Fellow; CAREER Awardee) published this article in School Science and Mathematics.
Posted: Tuesday, March 16
Early Career News | Retiring the Term English Language Learners: Moving Toward Linguistic Justice through Asset‐Oriented Framing
María González‐Howard (2015-16 CADRE Fellow; CAREER Awardee) and Enrique Suárez recently published this article in the Journal of Research in Science Teaching.
Posted: Tuesday, March 16
Early Career News | Crafting Circuits: Integrating Culturally Responsive Teaching and Current Events into Science
Colby Tofel-Grehl (CAREER Awardee), Kristin Searle, Andrea Hawkman, Tyler Hansen, and Kimberly Lott published this Science & Children article.
Posted: Tuesday, March 16
Early Career News | Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
Marta T. Magiera (CAREER Awardee) and Vecihi S. Zambak (2018 CADRE Postdoc) published this International Journal of STEM Education article.
Posted: Tuesday, March 16
Early Career News | Positionality Practices and Dimensions of Impact on Equity Research: A Collaborative Inquiry and Call to the Community
Stephen Secules, Cassandra McCall, Joel Alejandro Mejia (2013-14 CADRE Fellow), Chanel Beebe, Adam S. Masters, Matilde L. Sánchez‐Peña, and Martina Svyantek recently published this article in the Journal of Engineering Education.
Posted: Tuesday, March 16
Early Career News | Multidimensional Trajectories for Understanding Ecosystems
Catherine Eberbach, Cindy E. Hmelo‐Silver, Rebecca Jordan, Joseph Taylor, and Roberta Hunter (2020 CADRE Postdoc) published this Science Education article.
Posted: Tuesday, March 16
Early Career News | Middle Science Computing Integration with Preservice Teachers
Lauren Margulieux (CAREER Awardee) and Aman Yadav published this article in Journal of Computers in Mathematics and Science Teaching.
Posted: Tuesday, March 16
Early Career News | Listening to and Understanding Students’ Algorithms
Gladys Krause (2016-17 CADRE Fellow), Luz A. Maldonado Rodríguez, and Melissa Adams-Corral published this article in Mathematics Teacher: Learning and Teaching PK-12.
Posted: Tuesday, March 16
Early Career News | Instructional Scaffolding to Engage All Learners in Complex Science Text
Delinda van Garderen, Rachel Juergensen (2020-21 CADRE Fellow), Cassandra Smith, Heba Abdelnaby, Amy Lannin, and William Folk published this article in Science Scope.
Posted: Tuesday, March 16
Early Career News | Enhancing Science Lessons to Support Multilingual Students’ Engagement in Science and Engineering Practices
María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope with co-authors Sage Andersen and Karina MÉndez PÉrez.
Posted: Tuesday, March 16
Early Career News | A Day of Reckoning for the White Academy: Reframing Success for African American Women in STEM
Terrell R. Morton (2018 CADRE Postdoc) and Tara Nkrumah recently published this Cultural Studies of Science Education article.
Posted: Tuesday, March 16
Resource | Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
BackgroundThis paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. We draw attention to PSTs’ initial noticing skills (prior to instruction focused on supporting noticing) as PSTs engage in analyzing written artifacts of student work and video-records. We examined and compared PSTs’ noticing skills...
Posted: Tuesday, March 16
Resource | Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories
Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited. We previously introduced, refined, and validated a developmental progression – the cognitive core of a learning trajectory – for length measurement in the early years. A complete learning trajectory includes instructional activities and pedagogical strategies,...
Posted: Tuesday, March 16
Resource | Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies
BackgroundInclusive STEM high schools seek to broaden STEM participation by accepting students on the basis of interest rather than test scores and providing a program sufficient to prepare students for a STEM major in college. Almost nonexistent before the present century, these high schools have proliferated over the last two decades as a strategy for addressing gaps in STEM education and...
Posted: Tuesday, March 16
Resource | On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards
Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between...
Posted: Tuesday, March 16
Resource | Learning to Lead: An Approach to Mathematics Teacher Leader Development
This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in...
Posted: Tuesday, March 16
Early Career News | Mentorship & Collaboration in Quantitative Research: The NSF Quantitative Research Methods Scholars Program Workshop Webinar
The AERA-ICPSR PEERS Data Hub will hold a workshop on “Mentorship & Collaboration in Quantitative Research: The NSF Quantitative Research Methods Scholars Program.” The workshop, offered at no cost, is the third in a series of webinars offered through the PEERS Data Hub that will focus on STEM research methods. The workshop will be held on Wednesday, March 17, 2021 at 1:00 pm–4:00 pm ET.
Posted: Thursday, March 11
Newsletter | March 2021 Newsletter
Dear Colleagues, Registration for the 2021 DRK-12 PI Meeting has opened! If you are the PI of a project that will be active in June, check your inbox for the invitation. This year, up to three project members and collaborators may register to attend. We have also released a Call for Proposals. Please consider how you can contribute to the discussions about Reimagining STEM Education and Research...
Posted: Thursday, March 11
Event | Proposal Development - Writing a Compelling Project Description
STELAR's ITEST Proposal Development Course is a free resource designed to guide novice NSF proposal writers through the process of developing a full proposal for the August 13 ITEST solicitation deadline. On Thursday, February 18, STELAR held an orientation webinar to provide a broad overview of the modules included in the course.   Learn more about the Thursday, March 18 at 3 pm ET webinar in...
Posted: Friday, March 05
Posted: Monday, February 22
Resource | Strengthen Mathematics Intervention to Promote Student Success: Suggestions for middle level principals
This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.
Posted: Friday, February 19
Page | 2021 DRK-12 PI Meeting
Reimagining STEM Education and Research   The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning...
Posted: Wednesday, February 17
Blog | Building Flexible Modality Layers to Support Inclusive Educational Technologies
Educational technologies provide an avenue for engaging students in learning through computer-facilitated experiences.  These tools provide opportunities for learners to explore science, technology, engineering, and mathematics (STEM) content in ways they may not otherwise have available (D’Angelo et al., 2014). Simulations are one type of technology which can support interaction while isolating...
Posted: Wednesday, February 17
Newsletter | February 2021 Newsletter
Dear Colleagues, As schooling during the pandemic has moved from classrooms to online learning, students with disabilities may be facing particular challenges with STEM learning (Pew Research Center). Our Spotlight this month focuses on projects studying innovations to support students with disabilities. Former CADRE Fellow Brianna Tomlinson’s blog addresses making learning more accessible...
Posted: Friday, February 12

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