Mathematics

This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning.

Co-PI(s): Clark Chinn, Rutgers University

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1.

The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K-12 teachers and district administrators), through a publicly available online platform.

The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.

Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution

The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.

The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.

For the last three years, we have been creating an app called CHALK (Coaching to Help Activate Learning for Kids) that guides instructional coaches to collect observation data in PreK classrooms, view instant results, engage in data-driven coaching conversations, co-create an action plan with the teacher, and track progress over time through continued observations and goal-setting.  CHALK focuses on specific classroom practices that are predictive of students' gains (Christopher & Farran, 2020).