Projects

This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to develop teacher leaders, improve teachers' instructional practices, and increase student mathematics understanding and achievement.

This project will capitalize on the STEM for All Video Showcase and extend its impact by creating a STEM for All Multiplex. The Multiplex will draw on past and future Video Showcase videos to create a multimedia environment for professional and public exchange, as well as to provide a way for anyone to search the growing database of videos, create thematic playlists, and re-use the content in new educational and research contexts.

This project proposes to study the teaching and learning of algebra in grades 7-9, with a specific focus on the ways in which classroom language explicitly describes properties of and relationships among algebraic objects. The project seeks to investigate the bi-directional relationship between reasoning-rich algebraic discourse and the mathematical meanings students hold for core algebraic concepts such as equations, the equation-solving process, and functions.

This study will provide foundational knowledge about the activities and interactions in the home environment that drive the early emergence of math skills disparities related to SES.

This project will develop, evaluate, and compare the effectiveness of newly-designed online learning platform with traditional face-to-face PD in supporting rural high school science teachers' implementation of an existing biology curriculum aligned with the Next Generation Science Standards (NGSS).

The focus of this conference is to carefully examine past and current research with an eye toward improving its impact on practice and to create concrete steps that could shape the nature and impact of mathematics education research.

This project will use an alternative model for online videos to develop video units that feature the unscripted dialogue of pairs of students. The project team will create a repository of 6 dialogic mathematics video units that target important Algebra 1 and 2 topics for high school and upper middle school students, though the approach can be applied to any STEM topic, for any age level.

This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to improve teachers' instructional practices, increase student mathematics understanding and achievement.

In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths.

In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. The project aims to produce unique STEM stories from a teen perspective and partners with local public media stations to provide mentorship and amplify the voices of young people.

Focusing on the Southwest Desert ecoregion, this conference addresses the need for research on effective instructional methods that can be used to support students' science learning in school gardens. The conference will lead to the development of an ecoregional model for garden-based science teaching (GBST) that builds on regional ecological and cultural resources to engage teachers and students in richer and more relevant science learning experiences.

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.

This project will develop and test a two-year professional development model for secondary school science teacher leaders that will help them support their colleagues in implementing the Next Generation Science Standards (NGSS).

This project will engage teams of students and teachers of grades 7-12 in four competitive Challenges to design innovative strategies for carbon mitigation in areas such as transportation, agriculture or energy use. The project expands the typical boundaries of schools by enabling teams of students in multiple locations to collaborate in model-based reasoning through online discussion forums, using social media, and crowdsourcing ideas to construct possible solutions to environmental challenges. Project research will examine the impacts of the project on student learning and engagement.

This project will plan, implement, and evaluate the outcomes of an invitational conference on the role of equity in whole-school STEM education models, particularly Inclusive STEM Schools (ISS), at the high school level.

This project seeks to strengthen statistics and data science instruction in grades 6–12 through the design and implementation of an online professional learning environment for teachers. In partnership with RTI International, the InSTEP project designed and launched instepwithdata.org, an online professional learning platform that supports in-service teachers in developing both deeper content knowledge in statistics and the pedagogical expertise needed to teach statistics and data science effectively in their classrooms.

InSTEP is intentionally designed as a flexible professional learning experience with no fixed sequence of completing activities and modules. Teachers can chart their own learning pathways, engaging with selected resources or the full collection of materials based on their interests and needs. This flexibility allows educators to work at their own pace while deepening their understanding of key aspects of classroom practice, including selecting meaningful data and statistics tasks, facilitating rich classroom discourse, and making thoughtful choices about technology tools. 

InSTEP provides two primary types of learning experiences:

Self-Paced Modules. These modules support focused exploration of 7 individual dimensions, helping teachers strengthen both their statistical content knowledge and instructional practice. Together the 7 interconnected dimensions characterize effective learning environments for teaching data science and statistics, as shown in the accompanying diagram. As of January 2026, the platform includes 15 modules spanning the seven dimensions.

Data Investigations. These inquiry-oriented experiences immerse teachers in working with real-world, multivariate datasets using data visualization tools. Each investigation is situated in an authentic context and engages teachers in core Data and Statistical Practices and Central Statistical Ideas. Investigations are organized around the Data Investigation Process (Lee et al., 2022), represented in the puzzle-piece figure. As of January 2026, there are six investigations available.

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.

This project will address STEM learning through classroom implementation at two project partner schools in North Carolina, one urban and the other rural, with culturally diverse student populations. The project offers high school students the opportunity to be immersed in science content through engaging in globally-relevant learner-centered activities.

This project will develop and test a professional development program designed for school district science coordinators by examining impacts of participating coordinators on science teachers and their students.

This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education.

This project responds to these priorities by developing and testing a place-based environmental science research and monitoring program for elementary school students and their teachers.

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 Third National Conference on Doctoral Programs in Mathematics Education will bring together a group of faculty members in mathematics education from a range of institutions that currently graduate doctorates in mathematics education. 

This project investigates how to use new touch technologies, like touchscreens, to create graphics and simulations that can be felt, heard, and seen. Using readily available, low-cost systems, the principal investigator will investigate how to map visual information to touch and sound for students with visual impairments.

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.