This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.

After meeting our research goals, we have focused on practitioner dissemination. This poster captures the strategies and outcomes of this effort: Restructuring our website to be a sustainable VisChem Community of Practice (CoP) hub to access VisChem animations and resources, promoting the CoP via webinars from the AMTA and AACT and a post on ChemEd X and delivering the VisChem Express Institute to hundreds of secondary chemistry teachers. The VisChem CoP has over 1,400 members.

The Center for Advancing Elementary Science through Assessment, Research, and Technology (CAESART) is a national R&D center lead by EDC with University of Miami, CRESST-UCLA, and Lawrence Hall of Science at UC Berkeley. CAESART aims to improve high-quality science instruction and assessment for early elementary learners. Activities include:

The study investigates teachers’ use of mathematics language routines and a professional development model to support teachers’ learning. In particular, we examine teachers' opportunities for reflective practices within a Studio Day Cycle, looking at mathematics teachers’ development of adaptive expertise of mathematics instruction for multilingual learners.

There has been an increasing research focus on changing mathematics education by focusing on mathematical identity development. In order to do this, we must first seek to understand young children’s funds of knowledge (FoK) and leverage it to design instruction. To this end, this poster describes how one early childhood teacher intentionally designed number talk instructional activities by foregrounding young children’s FoK through photos taken by families and herself to capture mathematics in their lives.

This project investigates young children’s mathematical learning from preschool to kindergarten (ages 3-6). Data include video documenting children’s participation in instructional activities (e.g., Counting Collections), field notes, photographs, and interviews with children and teachers. Following individuals contributes to our understanding of the varied ways children navigate opportunities to participate in mathematics, their perspectives of what knowing and doing mathematics entails, and the resources they draw upon to engage in mathematical practices.