The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.
Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-modeling Environment (NMRSD-CCME)
Student-Adaptive Pedagogy for Elementary Teachers: Promoting Multiplicative and Fractional Reasoning to Improve Students' Preparedness for Middle School Mathematics
University of Colorado Denver
The project develops a teacher professional development intervention to support student-adaptive pedagogy for multiplicative and fractional reasoning. The idea is that classroom instruction should build on students' current conceptions and experiences. It focuses on students from urban, underserved and low-socioeconomic status populations who often fall behind in the elementary grades and are left underprepared for middle grades mathematics.