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Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Understand students’ fraction concepts through interview tasks. Includes tasks…
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This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle…
A Training Ground for Women of Color in STEM: Spelman College Tackles the STEM Pipeline as a Social Justice Issue
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Paper from the 2016 Advancing Social Justice from Classroom to Community Conference.
Computer Science
Technology
Broadening Participation
Gaming/…
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Activating Math Talk is a resource for promoting high-quality math discourse in grades K-5. The content of the chapters and discussion questions within are meant to spark conversations among teachers, teacher leaders,…
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In this article, we—a team of science teachers and a university researcher—present the processes of adapting existing curricular resources to promote equitable learning experiences for diverse learners. Using a middle…
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Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum…
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School
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A school-wide and multi-contextual perspective on student engagement in school.
School engagement researchers have historically focused on academic engagement or academic-related activities. Although…
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In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development…
Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
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AERA symposium presentation on accessible distance learning in science during COVID.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably…
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Case Studies from the FAACT project.
Case studies from the FAACT project.
Mathematics
Broadening Participation
Special Education…
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This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers…
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The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?…
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Build a classroom community by building representations and visualizations of data related to students’ names.
Build a classroom community by building representations and visualizations of data related…
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This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of…
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This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science…
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There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area…
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This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.
This article focuses on discussion and…
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
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This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections…
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
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Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This…
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This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
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A compilation of resources for making your products and communications more accessible.
Background
Section 508 of the Rehabilitation Act of 1973 was amended in 1988 to require federal agencies to make…
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
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This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
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This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Cognitive differences have historically led to deficit…
Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study
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A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and…
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This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive…
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
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This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
This study is focused on engineering for sustainable communities (EfSC) in three middle school…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
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Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of…
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Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics…
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This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers…
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
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This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors…
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The purpose of this study was to describe how families utilize science activity packs at home.
The role that caregivers can play in their child’s science education is often overlooked within science…
Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
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This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the…
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Cognitive differences intrinsic to children with learning disabilities (LDs) have historically led to deficit assumptions concerning the mathematical experiences these children “need” or can access. We argue that the…
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This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Response process validity evidence…
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This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.
Students with learning…
How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities
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This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
This brief describes how to support equity for students, teachers,…
“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
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This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where…
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Dr. Jessica Hunt studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for students with learning disabilities.
Making sense of…
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
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This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics…
Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
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Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture,…
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Given the importance of early mathematics to academic success in all subjects, children need and deserve to build a robust knowledge of early math concepts in their earliest years. In this chapter, we consider the approach…
Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
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Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and…
Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
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Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from…
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Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily…
Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
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In this paper, we describe Legitimation Code Theory as an analytical framework and provide an analysis of semantic patterns of an integrated STEM unit (written discourse) and a middle school teacher’s …
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This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.
For English language learners, diagrams can be a powerful…
‘Me Hizo Sentir Como Científica’: The Expressed Science Identities of Multilingual Learners in High School Biology Classrooms
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Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple…