This project will develop games to build conceptual understanding of key early algebra topics. The materials will be freely accessible on the web in both English and Spanish. The project will develop 4-5 games. Each game will include supporting materials for use by students in inquiry-based classroom lessons, and web-based professional development tools for teachers.
This project is developing and evaluating effectiveness of 15 - 20 short computer mediated animations and games that are designed to: (1) increase students' conceptual understanding in especially problematic topics of middle grades mathematics; and (2) increase students' mathematics process skills with a focus on capabilities to think and talk mathematically.
This Exploratory Project is developing two prototype innovative instructional modules for grades 9-12 modules, and testing them extensively for usability and impact. These modules will emphasize the role of mathematics and computer science in planning for sustainability.
The project will develop modules for grades 9-12 that integrate mathematics, computing and science in sustainability contexts. The project materials also include information about STEM careers in sustainability to increase the relevancy of the content for students and broaden their understanding of STEM workforce opportunities. It uses summer workshops to pilot test materials and online support and field testing in four states.
This exploratory project is working in collaboration with teachers to increase their knowledge of mathematics for teaching in middle school. In addition to geometry and algebra, the research component of the project is providing insights into how teachers use their mathematical knowledge to increase argumentation in the classroom and to help students build skills in mathematical argumentation.
Researchers, at the University of Houston, are designing, implementing and studying a curriculum that prepares preservice, elementary teachers for equitable teaching of mathematics. The program increases the mathematical knowledge of preservice teachers and helps them recognize and implement equitable instruction. The preservice teachers are learning to recognize equitable practices by using the Mathematical Quality and Equity Observation Protocol (MQE) to assess teaching as viewed in video cases.
This project will explore the learning of mathematics through architectural tasks in an online simulation game, E-Rebuild. In the game-based architectural simulation, students will be able to complete tasks such as building and constructing structures while using mathematics and problem solving. The project will examine how to collect data about students' learning from data generated as they play the game, how students learn mathematics using the simulation, and how the simulation can be included in middle school mathematics learning.
Developers and researchers from the Consortium for Mathematics and Its Applications (COMAP) and Teachers College are developing a Mathematical Modeling Handbook to assist high school mathematics teachers in integrating modeling into their curricula. The development team is also investigating how the lessons are used and working with the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the Association of State Supervisors to ensure a broad dissemination.
Founded on ethnomathematics research findings, this project aims to increase the mathematics learning of first-, fourth-, and seventh-grade elementary school Micronesian students. Plans are to develop and field-test culturally and linguistically sensitive grade-level curriculum units in specific mathematics topics, such as number and counting, division of whole numbers and fractions, and elements of geometry, focused on the indigenous mathematics learning experiences of eight distinct islands in the Pacific region.
This project will produce, publish and disseminate a strong mathematics content curriculum for in-service secondary mathematics teachers and prepare a group of specialized teacher-leaders to deliver this curriculum across the country. Important components of this project are that expert teachers will ensure that the mathematics is relevant to the professional lives of secondary teachers and mathematicians will be core members of the development and review team.
The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12).
The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12).
This project is designing, developing, and testing an innovative approach to elementary students' learning in the critical areas of multiplicative reasoning, fractions, and proportional reasoning. The project is building on the successful El'Konin-Davydov (E-D) elementary mathematics curriculum that originated in Russia to develop a curriculum framework that can be implemented in U. S. schools. The ultimate product of the research will be a rational number learning progression consisting of carefully articulated and sequenced learning goals.
The primary aim of this study is to develop mathematics screening assessment tools for Grades K-2 over the course of four years that measure students' abilities in numeric relational reasoning and spatial reasoning. The team of researchers will develop Measures of Mathematical Reasoning Skills system, which will contain Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR). The measures will be intended for use by teachers and school systems to screen students to determine who is at-risk for difficulty in early mathematics, including students with disabilities.
Researchers from Georgia Tech have developed a three-year middle school Engineering and Technology course sequence that introduces students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing, incorporates engineering concepts such as pneumatics, robotics and aeronautics, increases student awareness of career paths, and addresses the concerns of technical employers wanting workers with problem solving, teamwork, and communication skills. This impact study project will investigate the effectiveness of STEM-Innovation and Design (STEM-ID) curricula and determine whether STEM-ID courses are equally effective across different demographic groups and school environments under normal implementation conditions and whether the courses have the potential to positively impact a vast number of students around the country, particularly students who have struggled to stay engaged with their STEM education.
This project is designing and implementing a professional development model that uses data from the Surveys of Enacted Curriculum (SEC) to improve mathematics instruction at the high school level.
Through this project, the North Carolina State University Data Science Academy will identify the key success components of a model for the recruitment and mentoring of a diverse cohort of postdoctoral fellows who will enter their professions with expertise in data science education research. This model is intended to train and support scholars who have differing levels of experience and strengths in STEM, STEM education, education research, or data science.
Through this project, the North Carolina State University Data Science Academy will identify the key success components of a model for the recruitment and mentoring of a diverse cohort of postdoctoral fellows who will enter their professions with expertise in data science education research. This model is intended to train and support scholars who have differing levels of experience and strengths in STEM, STEM education, education research, or data science.
This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies.
This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies.
