DRK-12 Impact Video in Video Showcase
Join us in a discussion about the impacts of education research at the 2018 STEM for All Video Showcase!
May 14-21, watch our video, join the conversation, and add your comments.
The Impact of Education Research
Webinar Recording & Slides on Conducting Legislative Visits
On May 2, CADRE hosted a webinar on conducting legislative visits. The purpose of this webinar was to help NSF awardees prepare for effective informational meetings with congressional staff and craft appropriate messages for conversations with them about preK-12 STEM education.
RSVP
Do you plan to attend the STEM+C gathering at the DRK-12 PI Meeting on Wednesday, June 6, from 2:45-3:45pm?
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Poster Hall
Day
Fri
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Date/Time
-
Session Types
Poster Hall
Day
Thu
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Date/Time
-
Session Types
Poster Hall
Day
Wed
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Date/Time
-
Session Types
Emerging Communities for Mathematical Practices and Assessment (EnCoMPASS): An Online Practice Space for Teacher Noticing and Wondering
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
Click image to preview:
Emerging Communities for Mathematical Practices and Assessment (EnCoMPASS): An Online Practice Space for Teacher Noticing and Wondering
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
Click image to preview:
Changes to Mathematical Understanding as Influenced by Learning in a Collaborative Dynamic Geometry Setting
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in mathematics education examines how with Web 2.0 tools, learners can coordinate both content and social resources as they discuss their mathematical ideas and problem solve.
Click image to preview:
Changes to Mathematical Understanding as Influenced by Learning in a Collaborative Dynamic Geometry Setting
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in mathematics education examines how with Web 2.0 tools, learners can coordinate both content and social resources as they discuss their mathematical ideas and problem solve.
Click image to preview: