This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This study uses an RCT design to test the effectiveness of a Grades K-2 early algebra intervention. 

Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers.

The ECUITY project aims to develop and utilize a multi-agency partnership to design, implement, and test a research-based professional learning (PL) approach that will ensure that teachers and their students have actionable knowledge on how to protect and enhance the biodiversity in their communities.

This poster shares preliminary results from our first cohort of participants toward answering the question "How does online mentoring of student-led plant biology investigations impact high school students' views of scientists? This is just one aspect of the overall research project, which involves 1) a conceptual replication of a previous efficacy study (DIgging Deeper, NSF #2010556) on the impact of a student-teacher-scientist partnership online mentoring program (Taylor et al.

This project is designing opportunities for mathematics and science teachers to coordinate their instruction to support a more coherent approach to teaching statistical model-based inference in middle school. It is preparing teachers to help more students develop a deeper understanding of ideas and practices related to measurement, data, variability, and inference and to use these tools to generate knowledge about the natural world.

Building on prior NSF-supported research, this four-year project explores two hypotheses about improving middle grade students’ mathematical understanding through learning analytics in a digital, collaborative, problem-based curriculum: students’ individual and collaborative engagement and learning improve when they are given meaningful analytics about their developing ideas; using digital mathematics notebooks strengthens the connection between individual and collaborative mathematics engagement and learning throughout a full year of seventh-grade instruction.

The project creates a digital space for middle school math teachers to collaborate, using problem-based curriculum materials shared with students. It enables teachers to plan, teach, and reflect on student learning together, even across different buildings. The platform includes classroom artifacts, teacher-created resources, and curriculum materials. The project explores how teachers use resources, collaborate, and support one another, aiming to enhance mathematics teaching and learning through digital tools.

We proposed to generate an understanding of rural mathematics education and conditions impacting rural mathematics education in middle schools across the US, with the goal of understanding the gap between current practices and practices associated with economically competitive regions. We hope to understand the current landscape of mathematics education in rural areas and to understand the factors that facilitate or impede the development of the capacity for enacting rigorous forms of mathematics teaching and learning.