Teaching of the associative property: A natural classroom investigation
Eli Barnett and Meixia Ding (CAREER awardee) co-authored this article for Investigations in Mathematics Learning.
New PAPPG 19-1 Effective Jan 28, 2019
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG 19-1) has been issued. Effective for proposals submitted, or due, on or after January 28, 2019. Significant changes include:
New Brief and Video on Improving STEM Education for ALL Students
A new CADRE brief, Creating Inclusive PreK–12 STEM Learning Environments, draws on research and development supported by the National Science Foundation to highlight steps that education decision-makers can take to improve STEM education for ALL students. Please share the brief with principals, district and state leaders, STEM education policy and advocacy groups, and others throughout your education network.
Meet our 2018-19 CADRE Fellows!
Congratulations to the 2018-19 Fellows! CADRE is pleased to announce the new cohort.
Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better
Jennifer Tennison (2017-18 CADRE Fellow) published this article in Optometry and Vision Science with co-authors Zachary S. Carril, Nicholas Giudice, and Jenna Gorlewicz.
Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines
Hari Prasath Palani, Jennifer Tennison (2017-18 CADRE Fellow), G. Bernard Giudice, and Nicholas Giudice co-authored this paper for the International Conference on Applied Human Factors and Ergonomics.
Belief structure as explanation for resistance to change: The case of Robin
AnnaMarie Conner (CAREER awardee) and Carlos Nicolas Gomez (2014-15 CADRE Fellow) co-authored this article for the Journal of Mathematical Behavior.
Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
Vecihi S. Zambak (2018 CADRE Postdoc) and Marta Magiera (CAREER awardee) published this article in the EURASIA Journal of Mathematics, Science and Technology Education.
Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations
Kihyun (Kelly) Ryoo (CAREER awardee), Kristin Bedell, and Amanda Swearingen co-authored this article for the December 2018 issue of Journal of Science Education and Technology.
Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz (2016-17 CADRE Fellow) co-authored this article for the Journal of Science Teacher Education.