Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.
Projects
This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.
This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.
This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.
The Elementary Mathematical Writing (EMW) Task Force was made up of educators with unique perspectives about elementary mathematical writing and with the goal to reach a consensus about and priorities for the types of and purposes for elementary mathematical writing. The EMW Task Force met in October 2015, analyzed elementary writing prompts and samples, standards documents, and recommendations, and identified four types of mathematical writing and their associated purposes: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.
This comprehensive systematic review and meta-analysis synthesizes evidence surrounding math and science remote education programs from the past 15 years. The goal is to understand the effectiveness of math and science remote education programs; how their effectiveness varies by program characteristics (e.g., fully online vs. hybrid, synchronous vs. asynchronous, and student-instructor ratio); and whether their effects vary with student sample characteristics.
This project targets first- and second-grade children who struggle to develop a deeper understanding of the mathematical strand of number and operation. The research team will (a) identify the various specific cognitive obstacles of first- and second-grade students who are struggling in number and operation, and (b) explore how instructional tasks designed to address specific cognitive obstacles affect the learning trajectory of struggling learners in number and operation.
This project is designed to study the Partnership for Reform in Secondary Science and Mathematics professional development model. The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry. The research addresses how the interactions amongst Professional Learning Community teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice.
This project seeks to find ways to make the measurement sciences more useful to the production of intellective competence in diverse students of the STEM disciplines. A Study Group on Diversity, Equity and Excellence in Achievement and Assessment in STEM Education will be established to address a set of issues posed as critical to the future of assessment for education and will undertake a series of activities culminating in the production of a report.
The project proposes a longitudinal study that investigates the development of an understanding of measurement across seven grades-from pre-K through Grade 5. Specifically, the project will establish clear cognitive accounts of the development of students' strategic and conceptual knowledge of measurement on increasingly demanding sets of length, perimeter, and area measurement tasks.
This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications.
This project aims to advance the preparation of preservice teachers in middle school mathematics, specifically on the topic of proportionality, a centrally important and difficult topic in middle school mathematics that is essential to students’ later success in algebra. To address the need for a workforce of high-quality teachers to teach this mathematics, the project is developing a digital text that could be widely used to communicate the unique transitional nature of middle school mathematics.
The objectives of this proposed conference are to: (1) review current research on the achievement gap in mathematics and science with a focus on school-related variables that adversely affect outcomes from low-income and minority students; (2) discuss teacher quality and effective teaching in STEM; (3) identify effective strategies and models that promote equity in education and close the STEM achievement gap; and (4) build collaborative, interdisciplinary partnerships for addressing the U.S. achievement gap in STEM.