Projects

This project leverages an existing game by embedding tools for studying patterns of students' decision-making and problem solving in the environment. This allows researchers to understand how students learn about computational thinking within a tool that bridges informal and formal learning settings to engage a wide variety of students. The project will also develop tools and resources for classroom teachers.

This project will address the need for high quality evidence-based models, practices, and tools for high school teachers and the development of students' problem solving and analytical skills by leveraging novel research and design approaches using digital tools and two well-established online instructional platforms: Zoom In and Common Online Data Analysis Platform.            

This grant explores the timely issue of how to conduct a feasibility study on the question of whether youths who participate in after-school IT-oriented science-engagement programs are more likely to eventually choose a STEM-related career. This project examines programs such as Information Technology Experiences for Students and Teachers (ITEST) along with other similar programs to determine innovative approaches to conducting such a long-term study so that it is methodologically sound and as economical as possible.

The goal of this design and development project is to address the critical need for innovative resources that transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention.

This project focuses on supporting emerging scholars who have new ideas and approaches for approaching racial equity in their scholarship and work. The workshop, implemented as a series of sessions over the course of a year, will support early career scholars in STEM education and the learning sciences in preparing proposals to submit to the National Science Foundation.

This project addresses a critical need, developing professional development materials to address the teachers of ELLs. The project will create resources to help teachers build ELLs' mathematical proficiency through the design and development of professional development materials building on visual representations (VRs) for mathematical reasoning across a range of mathematical topics.

This project will design, develop, and test a virtual learning community (VLC) to enhance the ability of first- and fourth-grade teachers to provide mathematics education. The goal is to produce a prototype of a VLC for first- and fourth-grade Everyday Mathematics teachers that integrates three primary elements: (a) learning objects rooted in practice, such as lesson video, (b) community-building tools offered by the internet, and (c) focused content that drives teachers' professional learning in mathematics.

This project enhances and expands video-based instruction to help prospective and practicing teachers analyze the development of children's mathematical thinking. It trains teachers to: (a) understand from a cognitive developmental psychology perspective how children learn and think about mathematics; (b) assess children's mathematical knowledge and plan instructional activities accordingly; (c) develop an evidence-based understanding of effective and developmentally appropriate teaching methods and curricula; and (d) develop a basic understanding of key mathematical concepts.

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.

The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.

This project will refine, expand, and validate a formative assessment tool called Math Habits Tool (MHT) for kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students.

This project will develop a new assessment for children ages 3-7 to provide teachers with diagnostic information on a child's development of mathematics facility on ten domains such as counting, sequencing, adding/subtracting, and measurement. The Comprehensive Research-based Mathematics Ability (CREMAT) is being developed using innovative psychometric models to reveal information about children on specific attributes for each of the 10 domains.

This project will develop and systematically investigate a teaching model to assist teachers in developing ideas about proof in grades 2-5. The teaching model provides both a tool for learning on the part of elementary teachers and a model of practice from which they can learn as they implement it.

This project provides professional development and support for teachers of mathematics in Grades 3-5 and assesses the impacts of the project through a rigorous cluster randomized control trial. The project supports teachers to provide instruction that helps all students reach ambitious academic goals in mathematics.

This project is producing research syntheses that summarize and make available to practitioners results from research on effective mathematics curricular interventions, teaching practices, and teacher professional development that have been designed to improve achievement by students in Title 1 programs. The project’s goal is to bring together the best resources in both mathematics education and Title I so that programs are better able to serve the mathematical learning and instructional needs of Title I schools.

This project supports the development of a collaborative digital learning environment that embeds rich middle school mathematics tasks. The project aims to understand how students' individual and collaborative engagement in learning mathematics is enhanced by the digital platform, and how student engagement and learning is affected over the course of a year-long seventh grade course.

This project is designed to build resources for helping teachers learn mathematical content in ways usable for the work of teaching. Two practice-centered packages will be developed for use in the professional education of K-8 teachers of mathematics. The packages will be usable by the existing range of teacher developers. Each package will comprise selections of records of practice and resources for their use with teachers.

This project uses items and data from the Program for International Student Assessment (PISA) to develop two kinds of resources for preparation and professional development of secondary mathematics teachers: one in the form of prototype professional learning materials and a second in the form of PISA-based, research-grounded articles written for mathematics teachers and teacher educators. Work on both resources will focus on algebra and quantitative literacy and on factors influencing educational equity.

This project that creates a set of materials for middle grades students and teacher professional development that would support the learning of early algebra. Building on their prior work with an elementary version, the efficacy study focuses on the implementation of the principals underlying the materials, fidelity of use of the materials, and impact on students' learning.

This project will test new instructional approaches designed to help K-1 students comprehend place value. The project will emphasize the underlying relational structure of place value symbols, and target this structure with instructional materials and techniques drawn from the structure mapping literature. Its theory of action is that instruction which scaffolds structure mapping for place value will better prepare children to face the challenges of advanced operations, such as multi-digit calculation.

This project will test new instructional approaches designed to help K-1 students comprehend place value. The project will emphasize the underlying relational structure of place value symbols, and target this structure with instructional materials and techniques drawn from the structure mapping literature. Its theory of action is that instruction which scaffolds structure mapping for place value will better prepare children to face the challenges of advanced operations, such as multi-digit calculation.

This project aims to support stronger student outcomes in the teaching and learning of geometry in the middle grades through engaging students in animated contrasting cases of worked examples. The project will design a series of animated geometry curricular materials on a digital platform that ask students to compare different approaches to solving the same geometry problem. The study will measure changes in students' procedural and conceptual knowledge of geometry after engaging with the materials and will explore the ways in which teachers implement the materials in their classrooms.

This project seeks to measure the kinds of knowledge developed in professional development (PD) programs that have been shown to matter for teachers' classroom practices and their students' learning. The project aims to develop an assessment that identifies patterns in the teachers' learning in a way that helps drive subsequent PD.The overall goal of this project is to pursue a potentially transformative approach to the assessment of teacher proportional knowledge by developing a measure that is well aligned with the content and skills taught in various PD programs.

This project examines the nature and process of collaborations between mathematicians and mathematics teacher educators engaged in the preparation of secondary mathematics teachers. KnoTSS participants are teams of mathematicians and educators who co-teach two courses (one mathematics course and one methods of teaching mathematics course) aimed at building integrated knowledge of content and pedagogy.