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 program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

# Michael Steele

**University of Washington (UW)**

*05/15/2020*

**Montana State University**

*05/15/2020*

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 program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

**George Mason University (GMU)**

*05/15/2020*

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 program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

**University of Arizona (U of A)**

*05/15/2020*

**University of Michigan (UM)**

*05/01/2019*

This study seeks to describe trajectories that describe the ways in which Black learners develop as particular kinds of mathematical learners. The study takes place in the context of an established, multi-year college bridge program that has as its goals to increase the representation of historically marginalized groups in the university community.

**University of Georgia Research Foundation, Inc. (UGARF)**

*07/30/2012*

This research study expands on the characteristics of mathematical discourse and examines and specifies relationships between descriptive elements across multiple content foci in mathematics. The micro-genetic study is based on examination of video data from multiple routine classroom settings with teachers who demonstrate varying levels of discourse across three curricular topics in mathematics. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build.

**University of Maryland, College Park (UMCP)**

*06/01/2020*

This project investigates and expands teachers' learning to notice in two important ways. First, the research expands beyond teachers' noticing of written and verbal thinking to attend to gesture and other aspects of embodied and multimodal thinking. Second, the project focuses on algebraic thinking and seeks specifically to understand how teacher noticing relates to the content of algebra. Bringing together multimodal thinking and the mathematical ideas in algebra has the potential to support teachers in providing broader access to algebraic thinking for more students.

**Iowa State University**

*09/01/2020*

This project will support teacher capacity for implementing mathematical modeling lessons by engaging teachers in co-planning and co-teaching with researchers skilled in Emergent Bilingual (EB) mathematics instruction. The outcomes of this project will be a framework for teaching mathematical modeling to EB students, teacher professional development materials that can be used widely to support EB mathematics teachers, and a massive open online course (MOOC) for teachers to support their continued learning about teaching mathematics modeling to EB students.

**University of New Hampshire**

*06/01/2020*

This project aims to develop the knowledge to teach reasoning and proving with secondary teacher candidates, and to follow them into they first years of independent practice to better understand how they are using that knowledge. The goals of the project are to better understand how beginning teachers' knowledge, dispositions, and proof-related practices evolve over time, and how the sociocultural context and support structures of the schools teachers are in influences their teaching of reasoning and proving.

**University of Pittsburgh (Pitt)**

*09/01/2007*

Researchers are developing a practice-based curriculum for the professional education of preservice and practicing secondary mathematics teachers that focuses on reasoning and proving; has narrative cases as a central component; and supports the development of knowledge of mathematics needed for teaching. This curriculum is comprised of eight constellations of activities that focus on key aspects of reasoning and proving such as identifying patterns; making conjectures; providing proofs; and providing non-proof arguments.

**Education Development Center, Inc. (EDC), University of Wisconsin-Milwaukee (UW-Milwaukee), Michigan State University (MSU)**

*09/01/2010*

This project is studying the impact of implementing a NSF-funded, high school mathematics curriculum that emphasizes mathematical habits of mind. This curriculum focuses on ways of thinking and doing mathematics in contrast with curricula that focus on mathematical topics. The project is studying the development of teachers' mathematical knowledge for teaching and their capacity to align their instruction with the new curriculum.

**Montana State University**

*07/01/2017*

This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform.

**University of Illinois at Chicago (UIC)**

*07/01/2019*

This project will develop and test a leadership model to improve K-8 mathematics teaching and learning by involving stakeholders across the K-8 spectrum. The project will support teachers, teacher leaders, and administrators in collectively identifying and addressing problems of practice in the teaching and learning of mathematics, and in turn develop plans to improve school and district organizational capacities to support stronger mathematics teaching.

**Boise State University**

*07/01/2019*

This project will provide structured and meaningful scaffolds for teachers in examining two research-based teaching strategies hypothesized to positively impact mathematics achievement in the areas of mathematical modeling and problem solving. The project investigates whether the order in which teachers apply these practices within the teaching of mathematics content has an impact on student learning.

**Educational Testing Service (ETS)**

*06/15/2020*

The COVID-19 pandemic has significantly disrupted the ability of teacher education programs to place their teacher candidates in typical K-12 teaching settings as a part of learning to teach. This project examines how simulated classroom field experiences for preservice teachers can be implemented in online and emergency remote teacher education courses.

**University of Virginia (UVA)**

*05/01/2020*

This project aims to support the mathematics learning of students with disabilities through the development and use of mixed reality simulations for elementary mathematics teacher preparation. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices.

**Boston University (BU)**

*05/01/2020*

This project aims to support the mathematics learning of students with disabilities through the development and use of mixed reality simulations for elementary mathematics teacher preparation. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices.

**Michigan State University (MSU), University of Delaware (UD), University of Wisconsin-Milwaukee (UW-Milwaukee)**

*08/01/2009*

This project is developing, designing, and testing materials for professional development leaders (e.g., teacher educators, district mathematics specialists, secondary mathematic department chairs) to use in their work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasize high-level mathematical explanation, justification, and argumentation.

**Educational Testing Service (ETS)**

*08/15/2020*

This project will develop, pilot, and refine a set of coordinated and complementary activities that teacher education programs can use in both online and face-to-face settings to provide practice-based opportunities for preservice teachers to develop their ability to facilitate argumentation-focused discussions in mathematics and science.

**University of Arizona (U of A)**

*06/01/2020*

The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction, parent beliefs, and teacher and parent understanding of positioning.

**University of Missouri-Columbia**

*06/01/2020*

The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction, parent beliefs, and teacher and parent understanding of positioning.

**University of Maryland, College Park (UMCP)**

*06/01/2020*

The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction, parent beliefs, and teacher and parent understanding of positioning.

**Texas State University**

*09/01/2019*

This project proposes to study the teaching and learning of algebra in grades 7-9, with a specific focus on the ways in which classroom language explicitly describes properties of and relationships among algebraic objects. The project seeks to investigate the bi-directional relationship between reasoning-rich algebraic discourse and the mathematical meanings students hold for core algebraic concepts such as equations, the equation-solving process, and functions.

**TERC, Inc.**

*07/01/2019*

This project is a professional learning experience for middle school teachers to support them in developing five mathematical practices in their teaching focused on mathematical argumentation - creating mathematical arguments, using appropriate tools strategically, looking for and make use of structure, attending to precision, and looking for and express regularity in repeated reasoning.

**University of Idaho (UI)**

*05/15/2020*

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

**University of Rochester (U of R)**

*05/15/2020*

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

**North Carolina State University (NCSU)**

*08/01/2019*

This project aims to support stronger student outcomes in the teaching and learning of geometry in the middle grades through engaging students in animated contrasting cases of worked examples. The project will design a series of animated geometry curricular materials on a digital platform that ask students to compare different approaches to solving the same geometry problem. The study will measure changes in students' procedural and conceptual knowledge of geometry after engaging with the materials and will explore the ways in which teachers implement the materials in their classrooms.