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Resource | Quantitative Reasoning in the Context of Science Phenomena
Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need practice moving fluidly (or fluently) between math…
Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need practice moving fluidly (or fluently) between math…
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Resource | Leveraging Children’s Multicultural Literature to Support Students’ Math Identity and Problem Solving
This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich…
This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich…
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Resource | How Teaching Practices Relate to Early Mathematics Competencies: A Non-Linear Modeling Perspective
The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction. Both the study and promotion of high-quality educational environments and teaching, through…
The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction. Both the study and promotion of high-quality educational environments and teaching, through…
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Resource | Entangled in the Chemical Industry: Honest Renderings of Corporate STEM Histories for Local Engagement in Civic Science
This paper argues for addressing histories of scientific institutions and their entanglements with Euro-American imperialism, racial capitalism, and environmental injustice in secondary science education. Our argument is grounded in the history of a multinational chemical corporation that operates a chemical plant in a neighborhood where one author lives and the other teaches. This plant has…
This paper argues for addressing histories of scientific institutions and their entanglements with Euro-American imperialism, racial capitalism, and environmental injustice in secondary science education. Our argument is grounded in the history of a multinational chemical corporation that operates a chemical plant in a neighborhood where one author lives and the other teaches. This plant has…
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Resource | Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development
This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while…
This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while…
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Resource | Engineering Design for an Energy-Efficient One-Room Schoolhouse
This article describes a middle school energy literacy unit that uses green building science to uncover the important ways in which energy flows between natural and built environments. The place-based unit employs the student’s own school building as a learning tool to examine how light energy and thermal energy relate to the use of electrical energy—and ultimately impact global carbon emissions…
This article describes a middle school energy literacy unit that uses green building science to uncover the important ways in which energy flows between natural and built environments. The place-based unit employs the student’s own school building as a learning tool to examine how light energy and thermal energy relate to the use of electrical energy—and ultimately impact global carbon emissions…
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Resource | Effects of Perceptual and Cognitive Factors on Preservice Teachers’ Professional Noticing: A Grounded Cognitive Perspective of Professional Noticing
Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the…
Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the…
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Resource | Discontinuities that Arise When Designing for Educational Improvement at State Scale
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
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Resource | Discontinuities that Arise When Designing for Educational Improvement at State Scale
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
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Resource | Discontinuities that Arise When Designing for Educational Improvement at State Scale
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
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Resource | Discontinuities that Arise When Designing for Educational Improvement at State Scale
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem…
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Resource | Developing Prospective Teachers’ Language-Expansive Noticing
Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual…
Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual…
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Resource | Daylight Data: Deepening Earth Systems Understanding with CODAP Plugins
Students benefit from having opportunities to explore extensive, complex datasets using technology tools that are intuitive and accessible. Likewise, middle school teachers require convenient access to captivating datasets, supportive resources, and classroom-appropriate software. We developed two CODAP (Common Online Data Analysis Platform) plugins that allow students to engage with data about…
Students benefit from having opportunities to explore extensive, complex datasets using technology tools that are intuitive and accessible. Likewise, middle school teachers require convenient access to captivating datasets, supportive resources, and classroom-appropriate software. We developed two CODAP (Common Online Data Analysis Platform) plugins that allow students to engage with data about…
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Resource | Building Instructional Capacity and Creating Opportunities for Professional Growth: Mathematics Professional Development for Paraeducators
Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district. Results…
Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district. Results…
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Event | 2025 DRK-12 PI Meeting
Dates: June 9-11, 2025 Location: Arlington, VA The 2025 DRK-12 PI Meeting provided opportunities for learning, networking, and substantive conversations for more than 200 DRK–12 project leaders, NSF program directors, and CADRE Fellows. Access session slides and materials from these featured sessions: AI and STEM Education: Opportunities and Impacts Fireside Chat with Foundation Representatives…
Dates: June 9-11, 2025 Location: Arlington, VA The 2025 DRK-12 PI Meeting provided opportunities for learning, networking, and substantive conversations for more than 200 DRK–12 project leaders, NSF program directors, and CADRE Fellows. Access session slides and materials from these featured sessions: AI and STEM Education: Opportunities and Impacts Fireside Chat with Foundation Representatives…
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Resource | Ways Researchers Can Use Teacher Noticing to Inform the Conceptualization of a Complex Teaching Practice
Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization…
Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization…
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Resource | Ways Researchers Can Use Teacher Noticing to Inform the Conceptualization of a Complex Teaching Practice
Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization…
Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization…
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Resource | The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without…
In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without…
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Resource | The Interplay Between Teacher Professional Development and Noticing: An Analysis of How Noticing Changes and What Teachers Attribute to Changes or Consistencies
Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching…
Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching…
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Resource | Re-examining the Relationship Between Three-Dimensional Science and Engineering Knowledge and Student Interest: A Mixed Methods Study
Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including extreme weather, habitat destruction, and air pollution, among others. However, many countries report an insufficient number of individuals with experience in STEM problem…
Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including extreme weather, habitat destruction, and air pollution, among others. However, many countries report an insufficient number of individuals with experience in STEM problem…
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Resource | Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
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Resource | Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
Posted:
Resource | Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
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Resource | Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are…
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Resource | “It Would Be Cool to Make Up My Own Activities”: Youth Voice in STEM Teaching and Learning
Fostering youth voice means supporting young people in expressing their ideas, taking ownership of their learning, and engaging with their communities in meaningful and impactful ways. Out-of-school-time (OST) science, technology, engineering, and math (STEM) programs have long provided these opportunities, empowering youth to drive their learning forward and see themselves as active contributors…
Fostering youth voice means supporting young people in expressing their ideas, taking ownership of their learning, and engaging with their communities in meaningful and impactful ways. Out-of-school-time (OST) science, technology, engineering, and math (STEM) programs have long provided these opportunities, empowering youth to drive their learning forward and see themselves as active contributors…
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Resource | Culturally and Linguistically Sustaining Formative Assessment in Science and Engineering: Highlighting Multilingual Girls’ Linguistic, Epistemic, and Spatial Brilliances
Background This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally sustaining pedagogy. While formative assessment is widely recognized as a process for supporting learning, less is known about how it can be enacted in culturally and…
Background This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally sustaining pedagogy. While formative assessment is widely recognized as a process for supporting learning, less is known about how it can be enacted in culturally and…
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Resource | Beyond Technical Fixes: Reconsidering Equity Sticks and Expanding Notions of Equitable Teaching
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction…
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction…
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Event | NSF Faculty Early Career Development Program (CAREER); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/career-faculty-early-career-d….
Learn more at https://www.nsf.gov/funding/opportunities/career-faculty-early-career-d….
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Event | NSF EPSCoR Graduate Fellowship Program (EGFP); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/egfp-nsf-epscor-graduate-fell….
Learn more at https://www.nsf.gov/funding/opportunities/egfp-nsf-epscor-graduate-fell….
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Event | AERA-NSF Dissertation and Research Grants; Full Proposal Deadline
Learn more at https://www.aera.net/Professional-Opportunities-Funding/AERA-Funding-Op….
Learn more at https://www.aera.net/Professional-Opportunities-Funding/AERA-Funding-Op….
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