Zandra de Araujo

Organization/Institution

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

de Araujo, Z., Otten, S. A., & Birisci, S.+ (2017). Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments? ZDM International Journal on Mathematics Education, 49, 687–699.*
de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Conceptualizing “homework” in flipped mathematics classes. Journal of Educational Technology and Society, 20, 248–260.*
de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Mathematics teachers’ motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60–70.*
de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88, 879-919.
de Araujo, Z., Smith, E., & Sakow, M. (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal for Urban Mathematics Education, 9(2), 33–48.

Empowering Students with Choice Through Equitable and Interactive Mathematical Modeling (EIM2)

University of Florida (UF)

07/01/2022

This project aims to create and study an Equitable and Interactive Mathematical Modeling (EIM2) program that positions students as decision makers in their own learning. Despite the value of connecting students’ life experiences with their mathematical learning, the practical implementation of this strategy has proven challenging in a classroom setting. EIM2 addresses this issue by supporting students to engage in equitable mathematical modeling, a process of using mathematics to analyze and quantify scenarios through a lens of equity.

Examining Relationships Between Flipped Instruction and Students' Learning of Mathematics

University of Missouri-Columbia

08/01/2017

This study can provide a basis for design research focused on developing effective materials and programs for flipped instruction in secondary mathematics, which is already occurring at an increasing rate, but it is not yet informed by empirical evidence. This project will result in a framework for flipped instruction robust enough to be useful at a variety of grade levels and contexts. The framework will provide a better understanding of the relationships among various implementations of flipped instruction and student learning.

Practice-Driven Professional Development for Algebra Teachers

University of Florida (UF)

07/01/2021

This project seeks to develop a personalized, scalable PD approach that centers on and builds from algebra teachers’ practices and individual strengths. The project will focus its PD efforts on instructional actions that are tailored to teachers' existing practice, can be readily adopted, and are easily accessible.