The University of South Florida is hosting a conference on Research on the Enacted K-12 Mathematics Curriculum. The purpose of the conference is to explicate the theory on mathematics curriculum enactment, defining key constructs and explaining how they are expected to interact, and why, in order to facilitate the systematic accumulation of knowledge about mathematics curriculum enactment that can guide policy and practice. The conference agenda builds on work of the Center for the Study of Mathematics Curriculum (CSMC) and work by NCTM to develop a research agenda for mathematics education. The conference proceedings will include the conceptual model developed during the conference, the priority research questions that were identified, and the instrument development agenda for addressing those questions.

This award, endorsed by the National Council of Teachers of Mathematics, the United States National Commission on Mathematical Instruction, the Mathematical Association of America, the American Mathematical Society and the American Mathematical Association of Two Year Colleges, is supporting the participation of 50 U.S. elementary, middle, and high school mathematics teachers or supervisors, graduate students, community college/university mathematics teachers, mathematicians and teacher educators or researchers to attend the Twelfth International Congress for Mathematical Education (ICME-12) to be held in Seoul Korea from June 8 to July 15, 2012. The work and conversations of mathematics educators across the world will contribute to understanding of curricular frameworks, research on teaching and learning, the use of technology, strategies for reaching all students, educating immigrant children, and teacher education and professional development. The award will help inform and enlighten mathematics education in this country through international conversations with others confronting the same issues. As a special feature of the ICME program, the United States has been invited to host a U.S. National Presentation, which will include two featured sessions and a special exhibit to be open throughout the Congress for sharing artifacts of mathematics education in the United States with the international community. The award includes support for featured speakers and organizing the US National Presentation. It also includes support for the preparation and update of the State of Mathematics Education in the United States, under the leadership of John Dossey, which will be disseminated at the Congress and through NCTM.

TERC researchers are collaborating with STEM educators, curriculum/software developers, scientists, social scientists, and statisticians to explore:

• how large scientific and social scientific data sets could provide a vehicle for secondary students to learn about statistical ideas
• how developing an understanding of statistics could contribute to learning about the science and social science content
• the characteristics of curricular supports and software tools that could promote rigorous engagement with statistical ideas among secondary students

The project builds on the increasing availability of a variety of large data sets, and on students’ inherent interest in data sets related to “hot” topics such as the environment and climate change, the human genome, economic justice issues, space exploration, and medical research.

Through reviewing literature and discussing ideas with advisors and colleagues, the project developed several hypotheses about potential affordances for students in working with large data sets. In the final year of the project, we tested several of these hypotheses by developing activities and using interviews and observations of secondary students engaging with these activities to gather evidence of their potential, analyzing and writing about these interviews, presenting this work at conferences, and submitting a paper about this work to a peer-reviewed journal.