May 2020 Newsletter

New DRK-12 Awardees

Congratulations to the newest DRK-12 awardees! We look forward to getting to know you and hearing about your work as it progresses. Welcome to our community! This list of new awards includes all 2019-20 awards posted since our last announcement.

Newsbites from NSF, DRK-12, and NSF Networks

News from NSF 

• Dear Colleague Letter: CAREER Proposals Submitted to the Directorate for Education and Human Resources (EHR)
  This announcement encourages eligible members of the STEM education research community to submit proposals to NSF's CAREER program.
• Discovery Research PreK-12 (DRK-12) Program Solicitation NSF 20-572
  The new solicitation was released this month. The deadline for DRK-12 proposals is October 7, 2020.
• National Science Foundation 70th Anniversary Toolkit
  This year marks the 70th anniversary of NSF's founding. NSF invites awardees to participate in several initiatives and help communicate and celebrate the critical role that federal funding of basic science contributes toward innovation, discovery, the STEM workforce and society. 
• Posing Fundable Questions in Mathematics and Science Education
  This International Journal of Science and Mathematics Education article, written by Karen King, Robert Ochsendorf, Gregg Solomon, and Finbarr Sloane, shares the perspectives of NSF program directors on fundable research questions.

• AERA Symposium on Flipped Instruction
  Podcast | In this Math Ed Podcast, presenters from four studies on flipped mathematics instruction (JP Han, Ruby Ellis (2020 CADRE Postdoc), Jessica Kamuru, Wenmin Zhao (2018-19 CADRE Fellow), Jeremy Strayer, and Darryl Yong) share their prepared AERA annual meeting presentation, followed by an open discussion with Jeff Choppin and Zandra de Araujo.
• Characterizing Students' Arguments and Explanations of a Discipline-Based Computational Modeling Activity
  Publication | In this Computer Applications in Engineering Education article, Joseph Lyon, Hayden Fennell, and Alejandra Magana share their results from a case study where students use argumentation to explain their implementation and understanding of their computational models.
• Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial
  Publication | In this American Educational Research Journal article, Matthew Kraft and Heather Hill describe and evaluate a Web-based coaching program designed to support teachers in implementing Common Core-aligned math instruction.
• Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone
  Publication | In this Journal for Research in Mathematics Education article, Douglas Clements, Julie Sarama, Carolyn Layzer, Fatih Unlu, and Lily Fesler share their evaluation of two mathematics interventions compared with a business-as-usual control used with more than 1,000 children in 84 preschool classrooms across three districts.
• Emma's Negotiation of Number: Implicit Intensive Intervention
  Publication | In this Journal for Research in Mathematics Education article, Jessica Hunt and Juanita Silva share the results from an investigation of the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning.
• Handbook of Research on STEM Education
  Publication | This handbook, edited by Carla Johnson,  Margaret Mohr-Schroeder, Tamara Moore, and Lyn English offers a synthesis of research and presentation of policy within the realm of STEM education, specifically focused on the integration of STEM.
• I Think I Made a Mistake: How do Prospective Teachers Elicit the Thinking of a Student Who has Made a Mistake?
  Publication | In this Journal of Mathematics Teacher Education article, Meghan Shaughnessy, Rosalie DeFino, Erin Pfaff, and Merrie Blunk report on prospective teachers' skills and capabilities around a particular problem of practice: eliciting student thinking when a student has an incorrect answer.
• Learning in Embodied Activity Framework: A Sociocultural Framework for Embodied Cognition 
  Publication | In this International Journal of Computer-Supported Collaborative Learning article, Joshua Danish, Noel Enyedy, Asmalina Saleh, and Megan Humburg demonstrate how the Learning in Embodied Activity Framework (LEAF) can be a useful tool to help researchers, designers, and instructors thoughtfully design collective activities.
• Mathematics Teaching Has Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction 
  Publication | In this ZDM article, Patricio Herbst and Daniel Chazan exemplify how obligations to other stakeholders may participate in the practical rationality of mathematics teaching as those influences are incorporated into instruction.
• Productive Struggle in Action 
  Publication | In this Mathematics Teacher article, Katherine Baker, Naomi Jessup, Victoria Jacobs, Susan Empson, and Joan Case use a video scenario to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers.
• Rapid Response COVID-19, Ep.3: Teaching About a Pandemic in a Pandemic
  Podcast | In this NSF podcast, Troy Sadler (PI) and Sharon Lynch (NSF program director) are interviewed about Sadler's RAPID DRK-12 grant, Responding to an Emerging Epidemic Through Science Education. 
• Reducing Withdrawal and Failure Rates in Introductory Programming with Subgoal Labeled Worked Examples
  Publication | In this International Journal of STEM Education article, Lauren Margulieux, Briana Morrison and Adrienne Decker share results from their study on the longitudinal effects of implementing a subgoal learning framework throughout a semester-long introductory programming course.
• Shifting Sights on STEM Education Quantitative Instrumentation Development: The Importance of Moving Validity Evidence to the Forefront Rather than a Footnote
  Publication | In this School Science and Mathematics article, Toni Sondergeld describes an initiative to create criteria for evaluating validity evidence of currently used quantitative mathematics instruments and synthesizing validity evidence from published literature. 
• Stories from the Field: Locating and Cultivating Computational Thinking in Spaces of Learning
  Publication | In this Interactive Learning Environments article, Michelle Hoda Wilkerson, Cynthia D'Angelo (2009-10 CADRE Fellow), and Breanne Litts argue that while efforts to map computational thinking by making high-level connections to other school disciplines may help identify specific curriculum areas in which computing is likely to take place, they do not sufficiently capture the specificity and dynamism that is characteristic of meaningful computational integration.
• Supporting Novice Mathematics Teacher Educators Teaching Elementary Mathematics Content Courses for the First Time
  Publication | In this Mathematics Enthusiast article, Siobahn Suppa, Joseph DiNapoli, Eva Thanheiser, Jennifer Tobias, and Sheunghyun Yeo explore how to support novice mathematics teacher educators who are teaching elementary content coursework for prospective elementary teachers for the first time.
• Who Succeeds in STEM? Elementary Girls' Attitudes and Beliefs About Self and STEM 
  Publication | In this School Science and Mathematics article, Jeanna Wieselmann, Gillian Roehrig, and Justine Kim share key findings from a study exploring ways to maintain girls' STEM interest throughout elementary and middle school.  

Email cadre@edc.org to share news from your project.