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.

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.

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.

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

There is an urgent need for vetted Next Generation Science Standards (NGSS)–aligned, classroom-based formative assessment tasks for the early grades that incorporate language and literacy development of young students into the design.

This project provides a year-long professional learning experience for high school counselors to enhance their efficacy in and dispositions toward advancing engineering career counseling. Through hands-on design activities and an action-oriented community of practice, counselors will connect with engineering education stakeholders, develop a deeper understanding of engineering disciplines, and identify and implement advancing counseling practices.