Elementary School

CAREER: Supporting Elementary Science Teaching and Learning by Integrating Uncertainty into Classroom Science Investigations

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This poster describes and presents findings from a multi-year design-based research study. The focus of the work is how to design and implement science investigations that make productive use of the uncertainty that scientists experience as they conduct investigations. Specifically, we have developed a framework that situates empirical activity in a modeling enterprise, and names and situates common forms of uncertainty found in science investigations.

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CAREER: From Research to Meta-Research to Practice - The Development of an Educational Learning Environment Framework for School Algebra

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This project advances the understanding of teaching and learning of algebra in grades K through 12 by using a methodology that leverages the cumulative power of an analysis of many studies on a topic. This work will synthesize results aggregated from 40 years of research in the field of mathematics education and develop a unified framework to inform parents, students, teachers, other educators, and researchers.

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CAREER: Cultivating Teachers' Epistemic Empathy to Promote Responsive Teaching

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This design-based research project investigates ways to understand and cultivate science and mathematics teachers’ “epistemic empathy”—their capacity for tuning into and valuing students’ intellectual and emotional experiences in constructing, communicating, and critiquing knowledge. The project team develops educative experiences aimed at cultivating teachers’ epistemic empathy, examines the role of such empathy in facilitating responsive teaching, and explores how epistemic empathy can promote more equitable and humanizing learning environments.

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CAREER: Black and Latinx Parents Leading Reform and Advancing Racial Justice in Elementary Mathematics

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Through critical community-engaged scholarship with ten Black and Latinx families and two community organizations, the PI is co-designing and co-studying an educational program aimed at advancing racial justice in elementary mathematics. Specifically, the program seeks to build parents’ capacity to catalyze change across classrooms and schools within their local communities. I share preliminary findings from the program’s initial year and the development of parent-community-university partnerships that promote a shared vision for racial justice in mathematics.

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Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban District

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Over the last five years, the Responsive Math Teaching Project has developed and refined a sustainable model for the development of mathematics instructional leadership through a research-practice partnership with a network of 14 urban under-resourced K-8 schools. Teacher instructional capacity is built through developing new visions of mathematics teaching and learning, practice-based pedagogies of enactment and reflection, and mentored engagement in collaborative lesson design and enactment.

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Bridging Preschool and Kindergarten Science: Exploring Play-based Engagement with Scientific and Engineering Practices in Early Learning Environments (Collaborative Research: Cook Whitt)

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Young children naturally engage in science and engineering practices (SEPs) through play in sophisticated ways. We are developing professional learning modules for early childhood and elementary educators to recognize and deepen children's engagement with SEPs while leveraging SciEPOP, as a professional online learning tool. This poster explores the design of these modules to engage educators in recognizing when children are engaging in SEPs through play and consider approaches to deepening and extending such engagements.

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Attributions of Mathematical Excellence in Teaching and Learning

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This project aims to examine how teachers' beliefs about the origins of mathematical excellence, which might be attributed to genetic, social, or personal characteristics, affect racial and gender equity in their classrooms. A three-part study will create, validate, and apply the Attributions of Mathematical Excellence Scale (AMES), correlating scores with race, gender, and achievement equity.

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Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Suh)

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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.

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Accessible Computational Thinking in Elementary Science Classes Within and Across Culturally and Linguistically Diverse Contexts (Collaborative Research: Nelson)

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Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts (ACT) investigates best practices for helping teachers provide culturally relevant experiences for elementary children to participate in and engage with computational thinking (CT) integrated into science lessons.

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Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

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This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics.

Co-PI(s): Annie Garrison Wilhelm, Southern Methodist University; Temple Walkowiak, North Carolina State University

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