Research

“We Have a Lot in Common”: Mothers’ and Teachers’ Perspectives on Barriers and Pathways to Mathematical Partnerships

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

Author/Presenter

Marta Civil

Fany Salazar

Erin Turner

Beatriz Quintos

Kathleen Jablon Stoehr

Year
2025
Short Description

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.

“We Have a Lot in Common”: Mothers’ and Teachers’ Perspectives on Barriers and Pathways to Mathematical Partnerships

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

Author/Presenter

Marta Civil

Fany Salazar

Erin Turner

Beatriz Quintos

Kathleen Jablon Stoehr

Year
2025
Short Description

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.

The Missing Middle? General and Special Educators’ Views of Effective Mathematics Instruction

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics. Researchers from these fields work in isolation from one another, the result of what sociologists term “epistemic bunkers.” These cross-field divisions have pragmatic consequences. Well-established teaching strategies known to support SWDs are untouched in general teacher education.

Author/Presenter

Julie Cohen

Nathan Jones

Lynsey Gibbons

Year
2025
Short Description

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics.

The Missing Middle? General and Special Educators’ Views of Effective Mathematics Instruction

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics. Researchers from these fields work in isolation from one another, the result of what sociologists term “epistemic bunkers.” These cross-field divisions have pragmatic consequences. Well-established teaching strategies known to support SWDs are untouched in general teacher education.

Author/Presenter

Julie Cohen

Nathan Jones

Lynsey Gibbons

Year
2025
Short Description

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics.

STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023

This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest.

Author/Presenter

Chanh B. Lam

Yujia Liu

J. Cameron Anglum

Tuan D. Nguyen

Lead Organization(s)
Year
2025
Short Description

This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest. Utilizing large-scale administrative longitudinal data, we filled part of this gap by documenting the characteristics and turnover patterns of STEM teachers in Kansas and Missouri over a 13-year period, from 2010 through 2023.

Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation

The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis- and disinformation in the classroom were synthesized.

Author/Presenter

K. C. Busch

Doug Lombardi

Year
2025
Short Description

The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public.

Re-imagining Science Education Research Toward a Language for Science Perspective

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Author/Presenter

María González-Howard

Sage Andersen

Karina Méndez Pérez

Samuel Lee

Lead Organization(s)
Year
2024
Short Description

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.