Broadening Participation

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Author/Presenter

Kara Jackson

Lynsey Gibbons

Charlotte J. Sharpe

Lead Organization(s)
Year
2017
Short Description

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Author/Presenter

Kara Jackson

Lynsey Gibbons

Charlotte J. Sharpe

Lead Organization(s)
Year
2017
Short Description

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter

Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp

Lead Organization(s)
Year
2019
Short Description

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter

Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp

Lead Organization(s)
Year
2019
Short Description

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Rhizome and Seasonal Storyline for Field-based Science

This tool, Rhizome, contains three foundational pillars: complex socio-ecological systems, nature-culture relations, and field-based science learning, with student learning and sense making made central. The Seasonal Storyline engages learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Author/Presenter

Learning in Places

Lead Organization(s)
Year
2019
Short Description

This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter

CRIS Project Team

Lead Organization(s)
Year
2019
Short Description

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter

Jessica H.Hunt

Beth L.MacDonald

JuanitaSilva

Year
2019
Short Description

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter

Cory Buxton

Ruth Harman

Lourdes Cardozo-Gaibisso

Lei Jiang

Khanh Bui

Martha Allexsaht-Snider

Lead Organization(s)
Year
2019
Short Description

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.