Underrepresented Populations (General)

Designing a Middle Grades Spatial Skills Curriculum

This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform.

Lead Organization(s): 
Award Number: 
1720801
Funding Period: 
Sat, 07/01/2017 to Tue, 06/30/2020
Full Description: 

The ability to make spatial judgements and visualize has been shown to be a strong indicator of students' future success in STEM-related courses. The project is innovative because it uses a widely available gaming environment, Minecraft, to examine spatial reasoning. Finding learning experiences which support students' spatial reasoning in an authentic and engaging way is a challenge in the field. This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform. The resources will incorporate hands-on learning and engage students in building virtual structures using spatial reasoning. The curriculum materials are being designed to be useful in other middle grades contexts.

The study is a design and development study that will design four training modules intended to improve spatial reasoning in the following areas: rotation, mental slicing, 2D to 3D transformation and perspective taking. The research questions are: (1) Does a Minecraft-based intervention that targets specific spatial reasoning tasks improve middle grade learners' spatial ability? (2) Does spatial skills growth differ by gender? The experimental design will compare the influence of the virtual spatial learning environment alone vs. the use of design challenges designed specifically for the spatial skills. The data collected will include assessments of spatial reasoning and feedback from teachers' who use the materials. The spatial skills measures will be administered as a pre-test, post-test, and six-month follow-up assessment to measure long term effects.


Project Videos

2020 STEM for All Video Showcase

Title: Building Spatial Skills with Minecraft

Presenter(s): Nick Lux, Barrett Frank, & Bryce Hughes


Learning in Places: Field Based Science in Early Childhood Education

This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Lead Organization(s): 
Award Number: 
1720578
Funding Period: 
Sat, 07/01/2017 to Wed, 06/30/2021
Full Description: 

Recent evidence suggests that reasoning and making decisions about ecological systems is a cultural activity that impacts participation in the core scientific practices of observation, evidence use, and claims making. This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Using design-based research, the project team will collaborate with teachers, parents of participating students, and community garden educators to collectively design and develop four key components: 1) field-based curricular units for K-3 classrooms; 2) a model of family and community engagement that strengthens cultural relevance and equity in field-based science learning; 3) a pilot program of teacher professional development that informs future scaling efforts; and 4) research that unpacks student learning and teacher instructional practices that support children?s complex ecological reasoning and the cultural contexts of such knowledge. Data sources will include video, interviews, surveys, and student-created artifacts. A mixed-methods approach will be used to produce research findings at multiple levels including: student learning about complex ecological phenomena and field-based practices; classroom-level learning and high-leverage teaching practices in model units at each grade level; impacts of co-design on professional learning and practice; and family and community organizations learning and engagement in field-based science education. The project will be carried out by a research-practice-community partnership in Seattle, Washington that includes learning scientists (University of Washington), K-3 teachers and school administrators (Seattle Public Schools), garden educators (Seattle Tilth), and parents of participating students. In total, eight schools, 32 teachers, 800 students, and 32 families are expected to participate.

Investigating Productive Use of High-Leverage Student Mathematical Thinking (Collaborative Research: Peterson)

This project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. The study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks.

Lead Organization(s): 
Award Number: 
1720410
Funding Period: 
Sat, 07/01/2017 to Mon, 05/31/2021
Full Description: 

The project will examine how secondary mathematics teachers respond to and use students' thinking during whole class discussion. An ongoing challenge for teachers is making the best use of students' emerging mathematical ideas during whole class discussion. Teachers need to draw on the ideas students have developed in order to create opportunities for learning about significant mathematical concepts. This study will create tasks specifically designed to generate opportunities for teachers to build on students' thinking and then use classroom observation and analysis of classroom video to develop tools to support teachers in leading whole class discussion.

The project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. This study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks. The project engages teacher-researchers in exploring the building practice. The teacher-researchers will use the project-designed tasks in their classrooms and then engage in a cycle of analysis of their own teaching with the research team. Data collection and analysis will rely on video analysis of classrooms, teachers' reflections on task enactment, and data collected during research team meetings convened with teacher-researchers to analyze practice.

High School Students' Climate Literacy Through Epistemology of Scientific Modeling (Collaborative Research: Chandler)

This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1719872
Funding Period: 
Fri, 09/01/2017 to Fri, 12/31/2021
Full Description: 

This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students. Scientists routinely use data-intensive, computer-based models to study complex natural phenomena, and modeling has become a core objective of current science curriculum standards. The project will provide new insights about student use of scientific models to understand natural phenomena, and advance knowledge about curriculum, instruction, and assessment practices that promote model-based reasoning among students.

This 4-year Design and Development project will examine use of a web-based climate modeling tool designed to provide non-scientists experiences with climate modeling in high school geoscience classrooms. A theoretically-grounded and empirically tested approach to design-based research, instructional design, and assessment development will be used in an iterative cycle of instructional innovation and education research to find answers to two research questions: 1) How do secondary students develop epistemic and conceptual knowledge about climate? And 2) How do secondary science teachers support student use of climate modeling application to develop epistemic and conceptual knowledge about climate? Data associated with conceptual and epistemic knowledge, curriculum-embedded modeling tasks, interviews, and videorecorded observations of instruction will be used to study impacts of the new curriculum module on 55 high school science teachers and 3,000 students. Project participants include students from low socioeconomic populations and other groups underrepresented in STEM fields. The curriculum will also serve as a resource for an existing, online professional development course at the American Museum of Natural History that engages teachers nationwide.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Gorlewicz)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644538
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Stefik)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644491
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Smith)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644476
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Giudice)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644471
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics

This project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). The study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion.

Lead Organization(s): 
Award Number: 
1652513
Funding Period: 
Wed, 02/15/2017 to Mon, 01/31/2022
Full Description: 

This design and development project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). This study is important because of persistent disinterest by secondary students in mathematics in the United States. This study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion. To do this, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot. The Mathematical Story Framework (Dietiker, 2013, 2015) foregrounds both the coherence (does the story make sense?) and aesthetic (does it stimulate anticipation for what is to come, and if so, how?) dimensions of mathematics lessons. The project will generate principles for lesson design usable by teachers in other settings and exemplar lessons that can be shared.

Specifically, this project draws from prior curriculum research and design to (a) develop a theory of teacher MCLE design and enactment with the Mathematical Story Framework, (b) increase the understanding(s) of the aesthetic nature of mathematics curriculum by both researchers and teachers, and (c) generate detailed MCLE exemplars that demonstrate curricular coherence, cognitive demand, and aesthetic dimensions of mathematical lessons. The project is grounded in a design-based research framework for education research. A team of experienced high school teachers will design and test MCLEs (four per teacher) with researchers through three year-long cycles. Prior to the first cycle, data will be collected (interview, observations) to record initial teacher curricular strategies regarding student dispositions toward mathematics. Then, a professional development experience will introduce the Mathematical Story Framework, along with other curricular frameworks to support the planning and enacting of lessons (i.e., cognitive demand and coherence). During the design cycles, videotaped observations and student aesthetic measures (surveys and interviews) for both MCLEs and a non-MCLEs (randomly selected to be the lesson before or after the MCLE) will be collected to enable comparison. Also, student dispositional measures, collected at the beginning and end of each cycle, will be used to learn whether and how student attitudes in mathematics change over time. Of the MCLEs designed and tested, a sample will be selected (based on aesthetic and mathematical differences) and developed into models, complete with the rationale for and description of aesthetic dimensions.

CAREER: Investigating Changes in Students' Prior Mathematical Reasoning: An Exploration of Backward Transfer Effects in School Algebra

This project explores "backward transfer", or the ways in which new learning impacts previously-established ways of reasoning. The PI will observe and evaluate algebra I students as they learn quadratic functions and examine how different kinds of instruction about the new concept of quadratic functions helps or hinders students' prior mathematical knowledge of the previous concept of linear functions.

Lead Organization(s): 
Award Number: 
1651571
Funding Period: 
Sat, 07/01/2017 to Thu, 06/30/2022
Full Description: 

As students learn new mathematical concepts, teachers need to ensure that prior knowledge and prior ways understanding are not negatively affected. This award explores "backward transfer", or the ways in which new learning impacts previously-established ways of reasoning. The PI will observe and evaluate students in four Algebra I classrooms as they learn quadratic functions. The PI will examine how different kinds of instruction about the new concept of quadratic functions helps or hinders students' prior mathematical knowledge of the previous concept of linear functions. More generally, this award will contribute to the field of mathematics education by expanding the application of knowledge transfer, moving it from only a forward focused direction to include, also, a backward focused direction. An advisory board of scholars with expertise in mathematics education, assessment, social interactions, quantitative reasoning and measurement will support the project. The research will occur in diverse classrooms and result in presentations at the annual conferences of national organizations, peer-reviewed publications, as well as a website for teachers which will explain both the theoretical model and the findings from the project. An undergraduate university course and professional development workshops using video data from the project are also being developed for pre-service and in-service teachers. Ultimately, the research findings will generate new knowledge and offer guidance to elementary school teachers as they prepare their students for algebra.

The research involves three phases. The first phase includes observations and recordings of four Algebra I classrooms and will test students' understanding of linear functions before and after the lessons on quadratic functions. This phase will also include interviews with students to better understand their reasoning about linear function problems. The class sessions will be coded for the kind of reasoning that they promote. The second phase of the project will involve four cycles of design research to create quadratic and linear function activities that can be used as instructional interventions. In conjunction with this phase, pre-service teachers will observe teaching sessions through a course that will be offered concurrently with the design research. The final phase of the project will involve pilot-applied research which will test the effects of the instructional activities on students' linear function reasoning in classroom settings. This phase will include treatment and control groups and further test the hypotheses and instructional products developed in the first two phases.

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