Come and discuss opportunities to build synergy between Achieve’s efforts to support NGSS implementation across states and DR K–12 research initiatives.
Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.
In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.
Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.
Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.
Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.
“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).
Learn about two efforts to design and implement practical measures of science and mathematics teaching to inform school and district instructional improvement efforts.
In contrast to evaluative research that uses accountability measures, improvement science research (Bryk, Gomez, Grunow, & LeMahieu, 2015), using practical measures is designed to provide practitioners with frequent, rapid feedback that enables them to assess and adjust instruction during the process of implementation. The resulting data is potentially of use to multiple stakeholders. For example, practical measures can orient teachers to attend to key aspects of the classroom that might be invisible to them.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better.
Cambridge, MA: Harvard Education Press.
Yeager, D., Bryk, A. S., Muhich, J., Hausman, H., & Morales, L. (2013). Practical measurement. Carnegie Foundation for the Advancement of
Teaching. Stanford, CA.
Kara Jackson, Jessica Thompson
Discover how digital games can inform classroom teaching using data from innovative formative assessments from three different game-based projects.
This session aims to open up a conversation about of how games can be used for formative assessment and how data from digital games can inform classroom teaching.
Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.
Although the mathematics education community long has emphasized the importance of discourse in teaching and learning mathematics, mathematical writing has not been clearly defined. Questions remain about how writing can leverage elementary students’ learning of mathematics. In October 2015, the Elementary Mathematical Writing Task Force came together and recommended four types of writing (exploratory, informative/explanatory, argumentative, and mathematically creative) and their respective purposes.
Join a facilitated discussion about the application of data science to education, drawing on a recent NSF-sponsored report. Participants share insights from DR K–12 projects.
The Computing Research Association’s report from an NSF-sponsored workshop describes seven next steps for data-intensive research in education:
Do you know an individual or an organization working hard to nurture future science, technology, engineering and mathematics (STEM) talent?
If so, nominations are currently open for the 2017 Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM). The deadline for nominations is Friday, June 17, 2016.
Learn more at: http://www.paesmem.net/
