Instrument

Infusing Engineering into Secondary-level Classes

STEM Categorization
Day
Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time
-
Session Materials

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

Session Types

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization
Day
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time
-

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types

Longitudinal Studies of Teacher Development in Elementary Mathematics and Science

STEM Categorization
Day
Thu

Learn about the work and findings of two longitudinal studies examining the development of knowledge, beliefs, and instructional practices among pre-service and early-career elementary teachers in mathematics and science.

Date/Time
-

Over the past five years, research teams at Western Washington University and North Carolina State University have each conducted longitudinal studies to examine elementary teacher development in mathematics and science. Specifically, they have investigated the development of pre-service/novice teachers’ knowledge, beliefs, and instructional practices during teacher preparation and into their initial years of teaching. 

Session Types

Projects Supporting Linguistically Diverse Students

STEM Categorization
Day
Thu

Join a discussion about how ELL projects approach challenges associated with recruitment of teachers; build trust and administrative support; develop partnerships between institutions and schools; and disseminate.

Date/Time
-

The Challenges of Assessing the Dynamics of Change in Students’ Physical Science Knowledge and the Coherence of Their Ideas in the Context of Model-Based Inquiry

Day
Tues

Presenters seek feedback on a graphic mapping approach to assess the dynamics of change in students’ science knowledge over the course of instruction.

Date/Time
-
2014 Session Types
Feedback Session (Work in Development)

Current knowledge assessment techniques, such as paper-and-pencil or performance assessments, can provide robust data about gross changes in the distribution of student knowledge over the course of instruction. However, we lack effective ways of coordinating student data collected across varied instruments, time points, and activity contexts to examine patterns of change and dynamics of growth across large numbers of students.

Teaching Viable Argumentation and Measuring the Effects

Day
Tues

How do we encourage referent-based mathematical argumentation without encouraging students to request that examples accompany otherwise viable arguments? Assessment concerns are explored and discussed.

Date/Time
-
2014 Session Types
Feedback Session (Work in Development)
Presenters

The LAMP project has developed a sequence of lessons in a hypothetical learning trajectory that targets students’ ability to write viable arguments in algebraic contexts. Most of the lessons encourage students to produce a referent (e.g., variable expression or equation, generic example, diagram) as the foundation of their argument. Students come to the lessons with a predisposition for example production in support of their claims and to augment arguments.

Student Materials, Professional Development, and Assessment Organized Around Habits of Mind in the CCSSM

Day
Tues

Learn about three projects centered on algebraic habits of mind: a puzzle-centric curriculum for middle school and at-risk algebra students, professional development on the Standards for Mathematical Practice, and an assessment for teachers.

 

Date/Time
-
2014 Session Types
Collaborative Panel Session

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

Learning as a Community: Maximizing the Impact of Research Syntheses in Science Education

Day
Tues

This interactive session is designed to promote critical thinking about current research practices and integrate a variety of perspectives on research syntheses and how they can help advance education research.

Date/Time
-
2014 Session Types
Collaborative Panel Session
Session Materials

Examples of research practices that limit the validity of research syntheses are not difficult to find. For example, Education Development Center, Inc. (EDC), and Abt Associates reported in their Compendium of STEM Instruments that psychometric reporting practices in the STEM community tend to be insufficient, and this limited what they could learn from their synthesis.

Equitable Teaching Practices in Math

Day
Tues

Presenters seek feedback on an observational instrument designed to identify preservice teachers’ abilities to identify equitable teaching practices.

Date/Time
-
2014 Session Types
Feedback Session (Work in Development)

The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.

Assessing Secondary Teachers’ Algebraic Habits of Mind

Day
Tues

Participants provide feedback on a preliminary paper-and-pencil assessment of secondary teachers’ mathematical habits of mind (MHoM) and use classroom video to examine MHoM in practice.

Date/Time
-
2014 Session Types
Feedback Session (Work in Development)
Session Materials

In Assessing Secondary Teachers’ Algebraic Habits of Mind, the project team is developing tools to study the following questions: What are the mathematical habits of mind (MHoM) that secondary teachers use, how do they use them, and how can we measure them?

In this session, presenters share a paper-and-pencil assessment being developed to measure how teachers use MHoM when they do mathematics for themselves. The presenters also share classroom video and a preliminary framework for examining MHoM in teaching practice.