DRK-12 Research and Products
Publication | This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. The report contributes to the…
Publication | This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has…
Publication | Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning…
Publication | This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive designs to understand…
Publication | This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention…
Publication | The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the…
Publication | We investigate the algebraic discourse of secondary mathematics teachers with respect to the topic of equation solving by analyzing five teachers’ responses to open-ended items on a questionnaire that asks respondents to analyze hypothetical…
Publication | This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.
Publication | The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a…
Publication | This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.
Product for Educators | The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to…
Publication | This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.
Publication | This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
Publication | Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing…
Publication | Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and…
Publication | This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments…
Publication | This blog post looks at the role of simulations in teacher learning.
Publication | In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.
Publication | This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.
Publication | We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and…
Publication | The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether…
Publication | Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and…
Publication | The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of…
Publication | Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward…
Publication | Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XR-based…