What's New on CADREK12.org
Announcement | What are your colleagues working on?
Thank you to everyone who submitted their project websites, recent publications, and upcoming presentations via our survey. To view the results, visit: http://cadrek12.org/resources/dr-k-12-publications-presentations-and-we…
Thank you to everyone who submitted their project websites, recent publications, and upcoming presentations via our survey. To view the results, visit: http://cadrek12.org/resources/dr-k-12-publications-presentations-and-we…
Posted: Monday, February 26
Event | Challenges in the CS classroom: Perspectives from students with learning and attention disorders
Presenters: Sarah Wille, Amy Cassata DESCRIPTION Efforts to expand K-12 computer science (CS) education opportunities across the U.S. include the new AP Computer Science Principles (CSP) course, designed to attract a wide range of learners and broaden participation in the study of CS. An important step in diversifying participation in CS broadly involves understanding the range of challenges…
Presenters: Sarah Wille, Amy Cassata DESCRIPTION Efforts to expand K-12 computer science (CS) education opportunities across the U.S. include the new AP Computer Science Principles (CSP) course, designed to attract a wide range of learners and broaden participation in the study of CS. An important step in diversifying participation in CS broadly involves understanding the range of challenges…
Posted: Monday, February 26
Resource | Teacher learning in a combined professional development intervention
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about…
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about…
Posted: Monday, February 26
Resource | Learning and Teaching Measurement: Coordinating Quantity and Number
Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 355–385). Reston, VA: National Council of Teachers of Mathematics.
Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 355–385). Reston, VA: National Council of Teachers of Mathematics.
Posted: Monday, February 26
Resource | STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom
Many organizations are seeking to address the need for greater numbers of computer scientists in the US, and in particular, more women and underrepresented minorities. It is not uncommon to develop curriculum that relies heavily on cutting edge technology and computing tools designed to make computing more compelling. Many curriculum developers are seeking to promote creativity as a part of…
Many organizations are seeking to address the need for greater numbers of computer scientists in the US, and in particular, more women and underrepresented minorities. It is not uncommon to develop curriculum that relies heavily on cutting edge technology and computing tools designed to make computing more compelling. Many curriculum developers are seeking to promote creativity as a part of…
Posted: Monday, February 26
Resource | How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers
Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010
Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010
Posted: Monday, February 26
Announcement | OER Webinar Resources
On February 14, CADRE hosted a webinar on freely available, openly-licensed open education resources (OER) in K-12 STEM. Panelists and participants discussed the current demand for OER and opportunities for NSF-funded projects to contribute; key considerations, opportunities, and challenges for individuals, projects, and organizations developing OER (e.g., intellectual property and financial…
On February 14, CADRE hosted a webinar on freely available, openly-licensed open education resources (OER) in K-12 STEM. Panelists and participants discussed the current demand for OER and opportunities for NSF-funded projects to contribute; key considerations, opportunities, and challenges for individuals, projects, and organizations developing OER (e.g., intellectual property and financial…
Posted: Monday, February 26
Resource | Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson
González, G. (2018). Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. In R. Zazkis, & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 115–146). New York, NY: Springer.
González, G. (2018). Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. In R. Zazkis, & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 115–146). New York, NY: Springer.
Posted: Monday, February 26
Resource | Turn-Taking and Chatting in Collaborative Music Live Coding
Co-located collaborative live coding is a potential approach to network music and to the music improvisation practice known as live coding. A common strategy to support communication between live coders and the audience is the use of a chat window. However, paying attention to simultaneous multi-user actions, such as chat texts and code, can be too demanding to follow. In this paper, we explore…
Co-located collaborative live coding is a potential approach to network music and to the music improvisation practice known as live coding. A common strategy to support communication between live coders and the audience is the use of a chat window. However, paying attention to simultaneous multi-user actions, such as chat texts and code, can be too demanding to follow. In this paper, we explore…
Posted: Monday, February 26
Resource | Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis involved, first, organizing the signifiers in each…
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis involved, first, organizing the signifiers in each…
Posted: Monday, February 26
Resource | Children’s Measurement: A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume
Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that…
Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that…
Posted: Monday, February 26
Resource | Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific…
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific…
Posted: Monday, February 26
Resource | Authenticity and Personal Creativity: How EarSketch Affects Student Persistence
McKlin, T., Magerko, B., Lee, T., Wanzer, D., Edwards, D., & Freeman, J. (2018). Authenticity and personal creativity: How EarSketch affects student persistence. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE 2018). New York, NY: ACM Publications.
McKlin, T., Magerko, B., Lee, T., Wanzer, D., Edwards, D., & Freeman, J. (2018). Authenticity and personal creativity: How EarSketch affects student persistence. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE 2018). New York, NY: ACM Publications.
Posted: Monday, February 26
Resource | Methods and Strategies: What’s the Story?
This column provides ideas and techniques to enhance your science teaching. This month’s issue discusses using the 5E learning cycle to create coherent storylines. Lipsitz, K., Cisterna, D., & Hanuscin, D. (2017). The 5E Learning Cycle: What’s the story? Science and Children, 55(4), 76–80.
This column provides ideas and techniques to enhance your science teaching. This month’s issue discusses using the 5E learning cycle to create coherent storylines. Lipsitz, K., Cisterna, D., & Hanuscin, D. (2017). The 5E Learning Cycle: What’s the story? Science and Children, 55(4), 76–80.
Posted: Monday, February 26
Resource | The roles of engineering notebooks in shaping elementary engineering student discourse and practice
Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action…
Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action…
Posted: Monday, February 26
Resource | Evaluation of three interventions teaching area measurement as spatial structuring to young children
We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of…
We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of…
Posted: Monday, February 26
Resource | Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers
In this chapter, we examine what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers (PSTs) of mathematics. A group of 27 elementary and middle school PSTs completed an online interactive module, intended to trigger reflection on, and crystallization of their knowledge of the roles of…
In this chapter, we examine what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers (PSTs) of mathematics. A group of 27 elementary and middle school PSTs completed an online interactive module, intended to trigger reflection on, and crystallization of their knowledge of the roles of…
Posted: Monday, February 26
Resource | Ambitious Science Teaching
Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets…
Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets…
Posted: Friday, February 23
Resource | Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking
Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to…
Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to…
Posted: Friday, February 23
Resource | Our Watershed
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Posted: Friday, February 23
Resource | Our Watershed
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Posted: Friday, February 23
Resource | Our Watershed
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).
Posted: Friday, February 23
Resource | Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge
The theory of realistic mathematics education establishes that framing mathematics problems in realistic contexts can provide opportunities for guided reinvention. Using data from a study group, I examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that…
The theory of realistic mathematics education establishes that framing mathematics problems in realistic contexts can provide opportunities for guided reinvention. Using data from a study group, I examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that…
Posted: Friday, February 23
Resource | Learning With EarSketch
EarSketch is a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition. The creation of EarSketch was driven by three primary motivations: broadening participation in computing,…
EarSketch is a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition. The creation of EarSketch was driven by three primary motivations: broadening participation in computing,…
Posted: Friday, February 23
Resource | Framing Engineering Practices in Elementary School Classrooms
Cunningham, C. M., & Kelly, G. J. (2017). Framing Engineering Practices in Elementary School Classrooms. International Journal of Engineering Education, 33(1B), 295–307.
Cunningham, C. M., & Kelly, G. J. (2017). Framing Engineering Practices in Elementary School Classrooms. International Journal of Engineering Education, 33(1B), 295–307.
Posted: Friday, February 23
Resource | Supporting Science Teachers In Creating Lessons With Explicit Conceptual Storylines
We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan. The four steps…
We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan. The four steps…
Posted: Friday, February 23
Resource | A Pleasure to Measure! Tasks for Teaching Measurement in the Elementary Grades
Measurement is paired with data as a fundamental domain of K–grade 5 mathematics in the Common Core State Standards, and it is one of five core content areas in NCTM’s Principles and Standards for School Mathematics. This book presents lively activities that dovetail with standards and research-based stages of development to support students’ steady growth of understanding of measurement. With…
Measurement is paired with data as a fundamental domain of K–grade 5 mathematics in the Common Core State Standards, and it is one of five core content areas in NCTM’s Principles and Standards for School Mathematics. This book presents lively activities that dovetail with standards and research-based stages of development to support students’ steady growth of understanding of measurement. With…
Posted: Friday, February 23
Resource | Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics
Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 52–66. DOI10.5951/mathteaceduc.6.1.0052
Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 52–66. DOI10.5951/mathteaceduc.6.1.0052
Posted: Friday, February 23
Event | 2018 CRA-W Grad Cohort for Women Workshop; San Francisco, CA
To learn more, visit https://cra.org/cra-w/events/grad-cohort-women-2018/ DRK-12 Presenters: Rachelle Minor*, Auburn University (Project: CAREER: Supporting Computational Algorithmic Thinking (SCAT)—Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle School Girls) *Denotes CADRE Fellow or Fellows alumnus
To learn more, visit https://cra.org/cra-w/events/grad-cohort-women-2018/ DRK-12 Presenters: Rachelle Minor*, Auburn University (Project: CAREER: Supporting Computational Algorithmic Thinking (SCAT)—Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle School Girls) *Denotes CADRE Fellow or Fellows alumnus
Posted: Friday, February 23
Event | 33rd CSUN Assistive Technology Conference; San Diego, CA
To learn more, visit http://www.csun.edu/cod/conference/2018/sessions/index.php/public/websi… DRK-12 Presenters: Brianna Tomlinson*, Georgia Institute of Technology (Project: Sonified Interactive Simulations for Accessible Middle School STEM) *Denotes CADRE Fellow or Fellows alumnus
To learn more, visit http://www.csun.edu/cod/conference/2018/sessions/index.php/public/websi… DRK-12 Presenters: Brianna Tomlinson*, Georgia Institute of Technology (Project: Sonified Interactive Simulations for Accessible Middle School STEM) *Denotes CADRE Fellow or Fellows alumnus
Posted: Friday, February 23