To learn more, visit https://amte.net/content/2026-annual-amte-conference.
Join NSF for a general overview webinar about FY26 funding opportunities in DRL on September 4, 2025 at 1-2:30pm ET. Registration is required.
Last week, NSF announced significant changes to DRL funding programs with the launch of the NSF STEM K–12 program and solicitation. With this new funding opportunity comes the archival of longstanding DRL programs including DRK–12, AISL, CSforAll, as well as others.
New evidence continues to emerge on the formative potential of the early years in a person's life. NSF is investing in programs to transform STEM teaching and learning in preK and the early grades. This Spotlight features DRK–12-funded projects and other resources that seek to leverage early learning opportunities.
In this Spotlight:
This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.
