What's New on CADREK12.org
Event | Society for the Advancement of Biology Education Research 2026 SABER Annual Meeting; East Lansing, MI
To learn more, visit https://www.saberbio.org/Annual-Meeting.
To learn more, visit https://www.saberbio.org/Annual-Meeting.
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Event | Society for the Advancement of Biology Education Research 2026 SABER East Regional Meeting; Rochester, NY
To learn more, visit https://www.saberbio.org/SABER-East.
To learn more, visit https://www.saberbio.org/SABER-East.
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Event | National Science Teachers Association 2026 NSTA National Conference on Science Education; Indianapolis, IN
To learn more, visit https://www.nsta.org/future-conferences.
To learn more, visit https://www.nsta.org/future-conferences.
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Event | National Science Teachers Association 2026 NSTA National Conference on Science Education; Anaheim, CA
To learn more, visit https://www.nsta.org/national-conference-science-education-anaheim-2026.
To learn more, visit https://www.nsta.org/national-conference-science-education-anaheim-2026.
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Event | Association of Science and Technology Centers 2026 ASTC Annual Conference; Phoenix, AZ
To learn more, visit https://www.astc.org/astc-2026/.
To learn more, visit https://www.astc.org/astc-2026/.
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Event | North American Chapter of the International Group for the Psychology of Mathematics Education 48th Annual Conference of PME-NA; Provo, UT
To learn more, visit https://pmena2026.byu.edu/.
To learn more, visit https://pmena2026.byu.edu/.
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Event | International Group for the Psychology of Mathematics Education 49th Annual Conference of PME; Helsinki, Finland
To learn more, visit https://www.helsinki.fi/en/conferences/pme49.
To learn more, visit https://www.helsinki.fi/en/conferences/pme49.
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Event | AERA Session: Innovations and Advances in Mathematics Instruction
This CADRE-led structured poster session highlights a body of research that includes innovations and emerging knowledge related to effective mathematics instruction in PreK-12 classrooms. The session features eight research programs that advance our understanding of the role, knowledge, and practice of professionals who support mathematics instruction (including paraeducators, mentor teachers,…
This CADRE-led structured poster session highlights a body of research that includes innovations and emerging knowledge related to effective mathematics instruction in PreK-12 classrooms. The session features eight research programs that advance our understanding of the role, knowledge, and practice of professionals who support mathematics instruction (including paraeducators, mentor teachers,…
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Newsletter | January 2026 Newsletter
Dear Colleagues, As CADRE comes to a close, this is our final newsletter. Over the next month, the cadrek12.org website will transition to a static site. Though the site will no longer be updated by CADRE or DRK–12 community members, it will continue to provide access to information and resources related to DRK–12 projects, research, and STEM education topics. Because we…
Dear Colleagues, As CADRE comes to a close, this is our final newsletter. Over the next month, the cadrek12.org website will transition to a static site. Though the site will no longer be updated by CADRE or DRK–12 community members, it will continue to provide access to information and resources related to DRK–12 projects, research, and STEM education topics. Because we…
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Event | NSF Advanced Technological Education (ATE); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/ate-advanced-technological-ed….
Learn more at https://www.nsf.gov/funding/opportunities/ate-advanced-technological-ed….
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Event | NSF Historically Black Colleges and Universities – Excellence in Research (HBCU – EiR); Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/opportunities/hbcu-eir-historically-black-c….
Learn more at https://www.nsf.gov/funding/opportunities/hbcu-eir-historically-black-c….
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Event | NSF Collaboratory to Advance Mathematics Education and Learning for K-12; Phase I Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
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Event | Spencer Foundation; Large Research Grants on Education; Pre-proposal Deadline
Learn more at https://www.spencer.org/grant_types/large-research-grant.
Learn more at https://www.spencer.org/grant_types/large-research-grant.
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Event | NSF Growing Convergence Research (GCR); Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/opportunities/gcr-growing-convergence-resea….
Learn more at https://www.nsf.gov/funding/opportunities/gcr-growing-convergence-resea….
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Event | NSF Collaboratory to Advance Mathematics Education and Learning for K-12; Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
Learn more at https://www.nsf.gov/funding/opportunities/collaboratory-advance-mathema….
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Event | William T. Grant Foundation; Research Grants on Reducing Inequality; Full Proposal Deadline
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-reducing-inequ….
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-reducing-inequ….
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Event | William T. Grant Foundation; Research Grants on Improving the Use of Research Evidence; Full Proposal Deadline
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-improving-use-….
Learn more at https://wtgrantfoundation.org/funding/research-grants-on-improving-use-….
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Announcement | NSF Announces Organizational Realignment
The National Science Foundation has announced an organizational realignment. See the new organizational chart: https://www.nsf.gov/od/updates/nsf-announces-organizational-realignment
The National Science Foundation has announced an organizational realignment. See the new organizational chart: https://www.nsf.gov/od/updates/nsf-announces-organizational-realignment
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Resource | The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
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Resource | The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience…
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Resource | NERIF: GPT-4V for Automatic Scoring of Drawn Models
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision)…
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision)…
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Resource | Middle School Students’ Meanings of Points from Quantitative and Covariational Reasoning Perspectives
We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of meanings: iconic and quantitative. We then introduce four distinct subcategories of meanings: (a) iconic and transformed iconic translations (a point…
We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of meanings: iconic and quantitative. We then introduce four distinct subcategories of meanings: (a) iconic and transformed iconic translations (a point…
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Resource | Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can…
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can…
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Resource | Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities
Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy…
Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy…
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Resource | How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design…
American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design…
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Resource | Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video
An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent…
An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent…
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Resource | Exploring the Opportunities for Reasoning and Proving in Mathematical Tasks Designed by Secondary Prospective Teachers
This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and…
This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and…
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Resource | Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis
This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for…
This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for…
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Resource | Dispositional Reactions and Knowledge Invoked in Mathematical Problem Posing: Case Study of Three Undergraduate Students
This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke. All three students commented on the value of problem posing, as problem posing invited them to see the entirety of the problem situation and understand it. In…
This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke. All three students commented on the value of problem posing, as problem posing invited them to see the entirety of the problem situation and understand it. In…
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Resource | Becoming a Responsive Mathematics Teacher: Centering Student Thinking in K–8 Classrooms
This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the…
This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the…
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