What's New on CADREK12.org

Project | Place-Based Learning for Elementary Science at Scale (PeBLES2)
To support equitable access to place-based science learning opportunities, Maine Mathematics and Science Alliance in collaboration with BSCS Science Learning, will develop and test a model to support 3rd-5th grade teachers in incorporating locally or culturally relevant place-based phenomena into rigorously tested curricular units that meet the expectations of the NGSS. The project team will...
Posted: Thursday, May 21
Project | Fostering Equitable Groupwork to Promote Conceptual Mathematics Learning
This exploratory study involves a long-term partnership between the principal investigator (PI) and a middle school teacher and her students. Two major goals of the study are to describe how students learn to collaborate with one another over time to make sense of mathematics, and how students and their teacher negotiate what constitutes equitable collaboration, with African American students'...
Posted: Thursday, May 21
CAREER Spotlight | Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics (NSF #1553708)
We are studying how to create high school math classrooms where bilingual students who are classified as English learners (ELs) can participate in robust classroom discussions. Our redesign focuses on creating accessible and powerful curriculum materials, developing equitable instructional routines, and supporting student engagement in mathematical discourse practices.
Posted: Thursday, May 21
Project | Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science
This project will develop a set of educative resources, assessment tools and teacher professional development (PD) activities to support teachers in developing knowledge of CS standards and improving their instructional pedagogy. Teachers will learn to use formative assessments related to these standards to determine student understanding. Improved CS instruction that is responsive to the needs...
Posted: Thursday, May 21
CAREER Spotlight | Proof in Secondary Classrooms: Decomposing a Central Mathematical Practice (PISC Project) (NSF #1453493)
Through lesson study, the PISC Project explores the effect of an intervention to support the teaching and learning of proof in secondary geometry. PISC takes as its premise that if we scaffold proof, by first teaching particular sub-goals of proof, then students will be more successful with proof later on.
Posted: Thursday, May 21
CAREER Spotlight | Spreading Computational Literacy Equitably via Integration of Computing in Preservice Teacher Preparation (NSF #1941642)
This project studies the effect of integrating computing into preservice teacher programs across grade bands and disciplines. The project explores how to connect computing concepts and integration activities to teachers' subject area knowledge and teaching practice, and which computing concepts are most valuable for general computational literacy.
Posted: Thursday, May 21
CAREER Spotlight | Noticing and Using Students’ Prior Knowledge in Problem-based Instruction (NSF #1253081)
For this project, we created an adaptation to lesson study. Teachers discussed animations made by the research team to get ideas for planning a problem-based lesson. We recorded the teachers’ implementation of the lessons and led video clubs in the reflection step for teachers to pay attention to student thinking.
Posted: Thursday, May 21
CAREER Spotlight | Promoting Equitable and Inclusive STEM Contexts in High School (NSF #1941992)
This project centers on creating STEM classrooms where students from all backgrounds feel included and empowered to intervene if they observe stereotyping, bias, and prejudice. Using surveys and interviews of adolescents as well as testing a new intervention, the findings will document factors related to resilience in STEM fields.
Posted: Thursday, May 21
CAREER Spotlight | Cultivating Teachers’ Epistemic Empathy to Promote Responsive Teaching (NSF #1844453)
This project aims to study and cultivate science and mathematics teachers’ “epistemic empathy”—their capacity for tuning into and valuing someone’s cognitive and emotional experiences in the process of constructing, communicating, and critiquing knowledge. The research will examine how such empathy influences teachers’ responsiveness and how it shapes students’ engagement.
Posted: Thursday, May 21
CAREER Spotlight | Supporting Model Based Inference as an Integrated Effort Between Mathematics and Science (NSF #1942770)
This project is exploring how to productively coordinate instruction around data, statistics, modeling, and inference in middle grades mathematics and science classes. We will conduct design-based research to develop and study innovative tools that support students to generate knowledge about ecological systems by using models of variability to make inferences.
Posted: Thursday, May 21
CAREER Spotlight | Investigating Differentiated Instruction and Relationships between Rational Number Knowledge and Algebraic Reasoning in Middle School (IDR2eAM) (NSF #1252575)
This project is investigating how to differentiate instruction to meet middle school students’ mathematical learning needs. We are also investigating how students’ ideas about rational numbers and algebra are related. We have studied the PI’s teaching of students in after school classes and then in classrooms, co-teaching with teachers.
Posted: Thursday, May 21
CAREER Spotlight | Implement Mathematical Modeling for Emergent Bilinguals (IM2EB) (NSF #1941668)
Responding to the rapid increase of emergent bilinguals (EBs) and their need to learn quality mathematics, this project implements modeling through co-developing and co-teaching with math teachers. This study investigates how mathematics teachers change their positioning and practices for EBs through a teacher-researcher collaboration of effective mathematical modeling instructions.
Posted: Thursday, May 21
CAREER Spotlight | L-MAP: Pre-service Middle School Teachers’ Knowledge of Mathematical Argumentation and Proving (NSF #1350802)
This project supports grades 1-8 prospective teachers in developing knowledge and dispositions for teaching and learning K-8 mathematics with a focus on mathematical argumentation. The project explores the development of prospective teachers’ knowledge of argumentation in mathematics and mathematics-focused pedagogy and field experience courses and follows them into their student-teaching...
Posted: Thursday, May 21
CAREER Spotlight | Investigating Changes in Students’ Prior Mathematical Reasoning: An Exploration of Backward Transfer Effects in School Algebra (NSF #1651571)
This project is examining how learning about a new STEM concept changes students’ reasoning about concepts that are not new to them and focuses mainly on mathematics concepts. We also examine how to teach new concepts in ways that enhance students’ reasoning about not-new concepts.
Posted: Thursday, May 21
CAREER Spotlight | Algebraic Knowledge for Teaching (AKT) (NSF #1350068)
This project explores how elementary teachers can teach arithmetic that prompts students’ algebraic thinking. Guided by cognitive research, we analyzed videos of Chinese and U.S. expert teachers’ lessons on inverse relations and properties of operations. Insights suggest an “example-based problem solving” approach, documented in an upcoming book for the field.
Posted: Thursday, May 21
CAREER Spotlight | Expanding Latinxs' Opportunities to Develop Complex Thinking in Secondary Science Classrooms through a Research-Practice Partnership (NSF #1846227)
This project aims to reduce youths’ opportunity gaps in secondary science classrooms by building a sustainable research–practice partnership. We explore how deliberately coordinated activities that facilitate the collaboration between researchers and practitioners can reduce opportunity gaps at schools, promote complex thinking in youth, and build on student ideas to promote responsible...
Posted: Thursday, May 21
CAREER Spotlight | Job Embedded Education on Computational Thinking for Rural STEM Discipline Teachers (NSF #1942500)
This project cultivates a professional development model that allows rural teachers to build their professional skills at integrating STEM. Focusing on Pacific Islanders, a group with a unique cultural identity largely underrepresented in STEM fields, the project seeks to help teachers better teach STEM and Hawaii's computer science education standards.
Posted: Wednesday, May 20
CAREER Spotlight | Scaffolding Engineering Design to Develop Integrated STEM Understanding with WISEngineering (NSF #1253523)
This project helped teachers and students implement engineering design projects in secondary classrooms through knowledge integration-based scaffolds and technologies. The project investigated how cyberlearning technologies such as simulations, CAD tools, and automated feedback to teachers can help middle school students learn science and mathematics through engineering.
Posted: Wednesday, May 20
CAREER Spotlight | Mechanisms Underlying the Relation between Mathematical Language and Mathematical Knowledge (NSF #1749294)
The focus of this project is to understand how learning mathematical language concepts impacts development of math skills. We developed a series of picture books focused on quantitative and spatial language concepts to use in intervention studies with preschool children to understand how child best learn different math skills.
Posted: Wednesday, May 20
CAREER Spotlight | Supporting Elementary Teaching and Learning by Integrating Uncertainty in Classroom Science Investigations (NSF #1749324)
In this project, researchers and K-5 practitioners work together to rethink the elementary school science investigation. We are designing tools and materials that allow elementary students to productively engage with some of the forms of uncertainty scientists grapple with as they design, conduct, and make sense of investigations.
Posted: Wednesday, May 20
CAREER Spotlight | Leveraging Contrasting Cases to Investigate Integer Understanding (NSF #1350281)
What would happen if a student who had just solved 3 + 5 came across the problem 3 + -5, -3 + 5, or even -3 + -5?  We are investigating how factors, such as the order in which students learn integer problems, influences their integer understanding and solution strategies.
Posted: Wednesday, May 20
CAREER Spotlight | Investigating Fifth Grade Teachers’ Knowledge of Noticing Appalachian Students’ Thinking in Science (NSF #1552428)
The project utilizes wearable video technology to both study and support teacher noticing of children’s thinking in elementary science classrooms in Appalachian school contexts. By examining teachers’ noticing practice this research builds a theory of teacher knowledge surrounding this practice to be leveraged in the design of teacher learning.
Posted: Wednesday, May 20
CAREER Spotlight | Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences (NSF #1552114)
This project is studying how interactive, dynamic visualizations engage linguistically diverse students in discourse-rich science practices while exploring complex scientific phenomena. Collaborating with science and English as a second language (ESL) teachers at Title I schools, we develop visualizations (e.g., simulations, animations, and modeling tools) and inquiry-based projects through...
Posted: Wednesday, May 20
CAREER Spotlight | The UJIMA Project (NSF #1845841)
The goal of the UJIMA project is to study the mathematics learning and identity development of approximately 350 Black youth from middle school to high school across three communities of varying socioeconomic status. The project also explores the design features of a curriculum that promote Black youths’ connections to mathematics.
Posted: Wednesday, May 20
CAREER Spotlight | Exploring Teacher Noticing of Students’ Multimodal Algebraic Thinking (NSF #1942580)
This project will design and analyze a video club PD using a novel video tagging tool to support preservice teachers’ noticing and interpreting of student multimodal (verbal, gesture, action) algebraic thinking. The project will explore teacher’s multimodal noticing in the video club PD as well as in their own classrooms.
Posted: Wednesday, May 20
Project | Comparing the Efficacy of Collaborative Professional Development Formats for Improving Student Outcomes of a Student-Teacher-Scientist Partnership Program
The goal of this project is to study how the integration of an online curriculum, scientist mentoring of students, and professional development for both teachers and scientist mentors can improve student outcomes. In this project, teachers and scientist mentors will engage collaboratively in a professional development module which focuses on photosynthesis and cellular respiration and is an...
Posted: Wednesday, May 20
Project | Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Aguirre)
Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD...
Posted: Wednesday, May 20
Project | Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Carlson)
Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD...
Posted: Wednesday, May 20
Project | Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Suh)
Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD...
Posted: Wednesday, May 20
Project | Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Turner)
Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD...
Posted: Wednesday, May 20

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