Conference

Third National Conference on Doctoral Programs in Mathematics Education

Award Number: 
1932697
Funding Period: 
Thu, 08/01/2019 to Sat, 07/31/2021
Full Description: 

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. The conference participants will learn about current issues that impact doctoral programs and they will have the opportunity to leverage common strengths to make improvements to their individual programs. The conference will focus on two goals: (1) articulate and update principles related to high-quality doctoral programs in mathematics education; and (2) identify and disseminate information about specific doctoral programs specializations in mathematics education. The conference will share the products with a range of audiences in mathematics, mathematics education, teacher education, and educational research.

The products for the conference include: (1) an updated Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education document which will be available in the website of pertinent professional associations; and (2) a mechanism for institutions and future doctoral students to search and connect with different program specializations. The project will organize more than 100 participants in working groups around the two goals during the conference. The working groups will have the opportunity to continue the work in subsequent meetings to collaborate on the products.

Validity Evidence for Measurement in Mathematics Education (V-M2ED) (Collaborative Research: Bostic)

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.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1920621
Funding Period: 
Thu, 08/01/2019 to Wed, 07/31/2024
Full Description: 

As education has shifted more towards data-driven policy and research initiatives in the last several decades, data for policy-related aspects are often expected to be more quantitative in nature.  This has led to the increase in use of more quantitative measures in STEM education, including mathematics education. Unfortunately, evidence regarding the validity and reliability of mathematics education measures is lacking. Furthermore, the evidence for validity for quantitative tools and measures is not conceptualized or defined consistently by researchers in the field. 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. Drawing on the results of the synthesis study, the researchers will design, curate, and disseminate a repository of quantitative assessments used in mathematics education teaching and research. The researchers will also create materials and online training for a variety of scholars and practitioners to use the repository.

The team will address two main research questions: 1) How might validity evidence related to quantitative assessments used in mathematics education research be categorized and described? and 2) What validity evidence exists for quantitative instruments used in mathematics education scholarship since 2000? Researchers will use a cross-comparative methodology which involves conducting a literature search and then analyzing and categorizing features of instruments. The research team will examine cases (i.e., assessments described in manuscripts) in which quantitative instruments have been used, alongside specific features such as the construct measured, evidence related to sources of validity, and study sample. The team will then design, develop, and deploy a free online digital repository for the categorization of instruments and describe their associated validity evidence.

Validity Evidence for Measurement in Mathematics Education (V-M2ED) (Collaborative Research: Krupa)

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.

Partner Organization(s): 
Award Number: 
1920619
Funding Period: 
Thu, 08/01/2019 to Wed, 07/31/2024
Full Description: 

As education has shifted more towards data-driven policy and research initiatives in the last several decades, data for policy-related aspects are often expected to be more quantitative in nature.  This has led to the increase in use of more quantitative measures in STEM education, including mathematics education. Unfortunately, evidence regarding the validity and reliability of mathematics education measures is lacking. Furthermore, the evidence for validity for quantitative tools and measures is not conceptualized or defined consistently by researchers in the field. 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. Drawing on the results of the synthesis study, the researchers will design, curate, and disseminate a repository of quantitative assessments used in mathematics education teaching and research. The researchers will also create materials and online training for a variety of scholars and practitioners to use the repository.

The team will address two main research questions: 1) How might validity evidence related to quantitative assessments used in mathematics education research be categorized and described? and 2) What validity evidence exists for quantitative instruments used in mathematics education scholarship since 2000? Researchers will use a cross-comparative methodology which involves conducting a literature search and then analyzing and categorizing features of instruments. The research team will examine cases (i.e., assessments described in manuscripts) in which quantitative instruments have been used, alongside specific features such as the construct measured, evidence related to sources of validity, and study sample. The team will then design, develop, and deploy a free online digital repository for the categorization of instruments and describe their associated validity evidence.

Understanding the Role of Simulations in K-12 Science and Mathematics Teacher Education

This project will develop and implement a working conference for scholars and practitioners to articulate current use cases and theories of action regarding the use of simulations in PreK-12 science and mathematics teacher education. The conference will be structured to provide opportunities for attendees to share their current research, theoretical models, conceptual views, and use cases focused on the design and use of digital and non-digital simulations for building and assessing K-12 science and mathematics teacher competencies.

Lead Organization(s): 
Award Number: 
1813476
Funding Period: 
Sat, 09/01/2018 to Sat, 08/31/2019
Full Description: 

The recent emergence of updated learning standards in science and mathematics, coupled with increasingly diverse school students across the nation, has highlighted the importance of updating professional learning opportunities for science and mathematics teachers. One promising approach that has emerged is the use of simulations to engage teachers in approximations of practice where the focus is on helping them learn how to engage in ambitious content teaching. In particular, recent technological advances have supported the emergence of new kinds of digital simulations and have brought increased attention to simulations as a tool to enhance teacher learning. This project will develop and implement a working conference for scholars and practitioners to articulate current use cases and theories of action regarding the use of simulations in PreK-12 science and mathematics teacher education. The conference will be structured to provide opportunities for attendees to share their current research, theoretical models, conceptual views, and use cases focused on the design and use of digital and non-digital simulations for building and assessing K-12 science and mathematics teacher competencies.

While the use of simulations in teacher education is neither new nor limited to digital simulation, emerging technological capabilities have enabled digital simulations to become practical in ways not formerly available. The current literature base, however, is dated and the field lacks clear theoretic models or articulated theories of action regarding what teachers could or should learn via simulations, and the essential components of effective learning trajectories. This working conference will be structured to provide opportunities for attending, teacher educators, researchers, professional development facilitators, policy makers, preservice and inservice teachers, and school district leaders to share their current research, theoretical models, conceptual views, and use cases regarding the role of simulations in K-12 science and mathematics teacher education. The conference will be organized around four major goals, including: (1) Define how simulations (digital and non-digital) are conceptualized, operationalized, and utilized in K-12 science and mathematics teacher education; (2) Document and determine the challenges and affordances of the varied contexts, audiences, and purposes for which simulations are used in K-12 science and mathematics teacher education and the variety of investigation methods and research questions employed to investigate the use of simulations in these settings; (3) Make explicit the theories of action and conceptual views undergirding the various simulation models being used in K-12 science and mathematics teacher education; and (4) Determine implications of the current research and development work in this space and establish an agenda for studying the use of simulations in K-12 science and mathematics teacher education. The project will produce a white paper that presents the research and development agenda developed by the working conference, describes a series of use cases describing current and emergent practice, and identifies promising directions for future research and development in this area. Conference outcomes are expected to advance understanding of the varied ways in which digital and non-digital simulations can be used to foster and assess K-12 science and mathematics teacher competencies and initiate a research and development agenda for examining the role of simulations in K-12 science and mathematics teacher education.


Project Videos

2019 STEM for All Video Showcase

Title: Understanding the Role of Simulations in Teacher Preparation

Presenter(s): Lisa Dieker, Angelica Fulchini Scruggs, Heather Howell, Michael Hynes, & Jamie Mikeska


Critical Issues in Mathematics Education 2018

This conference will continue the workshop series Critical Issues in Mathematics Education (CIME). The topic for CIME 2018 will be "Access to mathematics by opening doors for students currently excluded from mathematics". The CIME workshops engage professional mathematicians, education researchers, teachers, and policy makers in discussions of issues critical to the improvement of mathematics education from the elementary grades through undergraduate years.

Award Number: 
1827412
Funding Period: 
Thu, 03/01/2018 to Thu, 02/28/2019
Full Description: 

This conference will continue the workshop series, Critical Issues in Mathematics Education (CIME) on teaching and learning mathematics, initiated by the Mathematical Sciences Research Institute (MSRI) in 2004. The topic for CIME 2018 will be "Access to mathematics by opening doors for students currently excluded from mathematics". The CIME workshops engage professional mathematicians, education researchers, teachers, and policy makers in discussions of issues critical to the improvement of mathematics education from the elementary grades through undergraduate years. Sessions will share relevant programmatic efforts and innovative research that have been shown to maintain or increase students' engagement and interests in mathematics across K-12, undergraduate and graduate education. The sessions will focus particularly on reproducible efforts that affirm those students' identities and their diverse intellectual resources and lived experience.

The CIME workshops impact three distinct communities: research mathematicians, mathematics educators (K-16), and education researchers. Participants learn about research and development efforts that can enhance their own work and the contributions they can make to solving issues in mathematics education. Participants also connect with others concerned about those issues. This workshop will also focus on developing action plans that participants can implement once they return to their institutions. There is also a focus on recruitment of leaders of mathematics departments, teachers, and other leaders in mathematics education across K-12, undergraduate education and graduate education in order to examine systemic changes that can be made to increase access, engagement, and interest in mathematics.

Building a Community of Science Teacher Educators to Prepare Novices for Ambitious Science Teaching

This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. It is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching.

Lead Organization(s): 
Award Number: 
1719950
Funding Period: 
Tue, 08/01/2017 to Tue, 07/31/2018
Full Description: 

There is a growing consensus among science teacher educators of a need for a shared, research-based vision of accomplished instructional practice, and for teacher education pedagogies that can effectively prepare preservice science teachers to support the science learning of students from all backgrounds. This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. This conference is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching. The conference has two goals. The first goal is to develop a shared vision and language about effective pedagogy of science teacher preparation, focusing on ambitious science teaching and practice-based approaches to science teacher preparation. The second goal is to initiate a professional community that can generate, test, revise, and disseminate a set of resources (curriculum materials, tools, videos, models of teacher educator pedagogies, etc.) to support teacher educators.

There are immediate and long-term broader impacts that will result from this conference. One immediate impact is that this conference will set forth an actionable research agenda for the participants and the field to take up around ambitious science teaching and practice-based teacher education. Such an agenda will help shape new work, involving institutional collaborations,teacher preparation programs, and national organizations. Such an outcome has the potential to immediately impact the work of the conference participants and their own teacher preparation programs. In the long-term, this conference provides an opportunity for the participants to consider how to use ambitious science teaching to address issues of equity and social justice in science education and schools. In addition, the broader impacts of this conference will be to spread a vision of science teaching and practice-based teacher preparation in which students' ideas and experiences are the raw material of teachers' work.

Critical Issues in Mathematics Education 2017

This conference will continue the workshop series Critical Issues in Mathematics Education (CIME). The CIME workshops engage professional mathematicians, education researchers, teachers, and policy makers in discussions of issues critical to the improvement of mathematics education from the elementary grades through undergraduate years. The workshop will deal with the problem of providing quality math education to all, and the barriers to doing so.

Award Number: 
1738702
Funding Period: 
Sat, 04/01/2017 to Sat, 03/31/2018
Full Description: 

This conference will continue the workshop series, Critical Issues in Mathematics Education (CIME) on teaching and learning mathematics, initiated by the Mathematical Sciences Research Institute (MSRI) in 2004. The topic for CIME 2017 will be "Observing for Access, Power, and Participation in Mathematics Classrooms as a Strategy to Improve Mathematics Teaching and Learning". The CIME workshops engage professional mathematicians, education researchers, teachers, and policy makers in discussions of issues critical to the improvement of mathematics education from the elementary grades through undergraduate years. The workshop will deal with the problem of providing quality math education to all, and the barriers to doing so. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This work is also funded by the IUSE program which focuses on innovation in undergraduate STEM education.

The CIME workshops impact three distinct communities: research mathematicians, mathematics educators (K-16), and education researchers. Participants learn about research and development efforts that can enhance their own work and the contributions they can make to solving issues in mathematics education. Participants also connect with others concerned about those issues. Workshops are designed to recruit key individuals to the improvement of mathematics education, frame critical issues, draw attention to issues of diverse participation and success, and provide images of productive engagement for participants to draw on beyond the conference.

Scholarly Inquiry and Practices (SIP) Conference for Mathematics Education Methods

This project will convene mathematics teacher educators with different theoretical perspectives to develop a shared menu of research-supported practices and new research questions to explore that could improve mathematics methods courses.

Award Number: 
1503358
Funding Period: 
Mon, 06/01/2015 to Tue, 05/31/2016
Full Description: 

Mathematics methods courses are a critical component of mathematics teacher education. One criticism of mathematics methods courses is that they vary widely across institutions and states. Mathematics methods courses differ with respect to what is taught, how it is taught, the intended learning goals, and how those learning goals are assessed. This variation is due, in part, to the different theoretical perspectives of mathematics teacher educators who teach these courses. The investigators of this Conference and Workshop grant propose to convene mathematics teacher educators with different theoretical perspectives to develop a shared menu of research-supported practices and new research questions to explore that could improve mathematics methods courses. The investigators' hypothesis is that by drawing from the research knowledge base when designing methods courses (using scholarly practices) and by studying these courses to add to the research knowledge base (conducting scholarly inquiry), mathematics teacher educators of any theoretical perspective can contribute to collective efforts to improve the quality and coherence of mathematics methods courses. The investigators intend to disseminate the conference findings to mathematics teacher educators and mathematics education researchers through conference presentations, publications, teacher educator association websites, and the project website. A particular strength of this work is that it addresses a need to prioritize scholarly practices and scholarly inquiry that could improve the quality and coherence of mathematics methods courses across theoretical perspectives, mathematics teacher educators, institutions, and states. 

The Discovery Research K-12 (DRK-12) program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Scholarly Inquiry and Practices (SIP) Conference for Mathematics Education Methods is a Conference and Workshop project that builds from the investigators' prior studies, which revealed compelling questions mathematics teacher educators and mathematics education researchers need to address in order to improve mathematics methods courses. The project will convene forty mathematics teacher educators who identify with social-political, situated, or cognitive theoretical orientations to set a direction for building scholarly inquiry and practices in mathematics methods courses. Before the conference, participants will author abstracts and reflections about their methods courses and will survey local mathematics teachers to identify critical issues they perceive with mathematics teacher education. At the conference, participants will identify with a preferred theoretical orientation and participate in discussions around four themes: theoretical perspectives; building scholarly practices; research for informing practice; and assessing impact and residue. Some participants will be selected to present their abstracts in poster presentation format. Investigators will provide additional commentary that highlight common ideas that emerge across perspectives. Participants will organize in thematic research and writing teams and continue to work after the conference on co-authoring articles and conference presentations. The articles will be disseminated in a comprehensive monograph or special issue in a research-focused journal. Investigators have been invited to also publish articles in practitioner-focused journals. Presentations at research and practitioner conferences are also planned.

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