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Resource | Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better
Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.Purpose: Larger touchscreens are thought to…
Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.Purpose: Larger touchscreens are thought to…
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Resource | Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to…
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to…
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Resource | Productive Struggle for All: Differentiated Instruction
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
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Resource | Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice
Lambert, R., Tan, P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.
Lambert, R., Tan, P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.
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Resource | Think-Pair-Show-Share to Increase Classroom Discourse
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations. Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus…
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations. Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus…
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Project Spotlight | Supporting Students with Disabilities
The Individuals with Disabilities Education Act (IDEA) requires states to provide special education and related services to eligible students whose school performance is “adversely affected” by one of 13 conditions: specific learning disability (including dysgraphia, dyscalculia, auditory processing disorder, nonverbal learning disability, other health impairment (e.…
The Individuals with Disabilities Education Act (IDEA) requires states to provide special education and related services to eligible students whose school performance is “adversely affected” by one of 13 conditions: specific learning disability (including dysgraphia, dyscalculia, auditory processing disorder, nonverbal learning disability, other health impairment (e.…
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Resource | Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and…
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and…
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Resource | Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States
In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning…
In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning…
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Resource | The Impact of Teacher Gender on Girls’ Performance on Programming Tasks in Early Elementary School
Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks. Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work…
Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks. Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work…
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Resource | Fostering High School Students’ Conceptual Understanding and Argumentation Performance in Science through Quality Talk Discussions
Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.…
Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.…
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Resource | Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including…
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including…
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Resource | Using a Three‐dimensional Thinking Graph to Support Inquiry Learning
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts…
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts…
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Resource | Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms
In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction…
In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction…
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Resource | Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK…
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK…
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Resource | Middle school teachers’ differing perceptions and use of curriculum materials and the common core
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers…
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers…
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Resource | Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained…
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained…
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Resource | Examining the career paths of doctorates in mathematics education working in institutions of higher education
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences. Notable findings are…
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences. Notable findings are…
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Resource | The complex interplay between examples and proving: Where are we and where should we head?
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-…
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-…
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Early Career News | Teaching of the associative property: A natural classroom investigation
Eli Barnett and Meixia Ding (CAREER awardee) co-authored this article for Investigations in Mathematics Learning.
Eli Barnett and Meixia Ding (CAREER awardee) co-authored this article for Investigations in Mathematics Learning.
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Announcement | New PAPPG 19-1 Effective Jan 28, 2019
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG 19-1) has been issued. Effective for proposals submitted, or due, on or after January 28, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file updates; Revision of eligibility standards for unaffiliated individuals; Specification…
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG 19-1) has been issued. Effective for proposals submitted, or due, on or after January 28, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file updates; Revision of eligibility standards for unaffiliated individuals; Specification…
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Announcement | New Brief and Video on Improving STEM Education for ALL Students
A new CADRE brief, Creating Inclusive PreK–12 STEM Learning Environments, draws on research and development supported by the National Science Foundation to highlight steps that education decision-makers can take to improve STEM education for ALL students. Please share the brief with principals, district and state leaders, STEM education policy and advocacy groups, and others throughout your…
A new CADRE brief, Creating Inclusive PreK–12 STEM Learning Environments, draws on research and development supported by the National Science Foundation to highlight steps that education decision-makers can take to improve STEM education for ALL students. Please share the brief with principals, district and state leaders, STEM education policy and advocacy groups, and others throughout your…
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Announcement | Meet our 2018-19 CADRE Fellows!
Congratulations to the 2018-19 Fellows! CADRE is pleased to announce the new cohort. Courtney P. Benjamin, Washington State University (Nominating PI: Paula Groves Price) Patricia M. Buenrostro, Vanderbilt University (Nominating PI: Ilana Horn) James P. Bywater, University of Virginia (Nominating PI: Jennifer Chiu) Carlson H. Coogler, University of Alabama…
Congratulations to the 2018-19 Fellows! CADRE is pleased to announce the new cohort. Courtney P. Benjamin, Washington State University (Nominating PI: Paula Groves Price) Patricia M. Buenrostro, Vanderbilt University (Nominating PI: Ilana Horn) James P. Bywater, University of Virginia (Nominating PI: Jennifer Chiu) Carlson H. Coogler, University of Alabama…
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Early Career News | Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better
Jennifer Tennison (2017-18 CADRE Fellow) published this article in Optometry and Vision Science with co-authors Zachary S. Carril, Nicholas Giudice, and Jenna Gorlewicz.
Jennifer Tennison (2017-18 CADRE Fellow) published this article in Optometry and Vision Science with co-authors Zachary S. Carril, Nicholas Giudice, and Jenna Gorlewicz.
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Early Career News | Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines
Hari Prasath Palani, Jennifer Tennison (2017-18 CADRE Fellow), G. Bernard Giudice, and Nicholas Giudice co-authored this paper for the International Conference on Applied Human Factors and Ergonomics.
Hari Prasath Palani, Jennifer Tennison (2017-18 CADRE Fellow), G. Bernard Giudice, and Nicholas Giudice co-authored this paper for the International Conference on Applied Human Factors and Ergonomics.
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Early Career News | Belief structure as explanation for resistance to change: The case of Robin
AnnaMarie Conner (CAREER awardee) and Carlos Nicolas Gomez (2014-15 CADRE Fellow) co-authored this article for the Journal of Mathematical Behavior.
AnnaMarie Conner (CAREER awardee) and Carlos Nicolas Gomez (2014-15 CADRE Fellow) co-authored this article for the Journal of Mathematical Behavior.
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Early Career News | Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
Vecihi S. Zambak (2018 CADRE Postdoc) and Marta Magiera (CAREER awardee) published this article in the EURASIA Journal of Mathematics, Science and Technology Education.
Vecihi S. Zambak (2018 CADRE Postdoc) and Marta Magiera (CAREER awardee) published this article in the EURASIA Journal of Mathematics, Science and Technology Education.
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Early Career News | Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations
Kihyun (Kelly) Ryoo (CAREER awardee), Kristin Bedell, and Amanda Swearingen co-authored this article for the December 2018 issue of Journal of Science Education and Technology.
Kihyun (Kelly) Ryoo (CAREER awardee), Kristin Bedell, and Amanda Swearingen co-authored this article for the December 2018 issue of Journal of Science Education and Technology.
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Early Career News | Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz (2016-17 CADRE Fellow) co-authored this article for the Journal of Science Teacher Education.
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz (2016-17 CADRE Fellow) co-authored this article for the Journal of Science Teacher Education.
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Early Career News | Modeling with tape diagrams
Meixia Ding (CAREER awardee) published this article in Teaching Children Mathematics.
Meixia Ding (CAREER awardee) published this article in Teaching Children Mathematics.
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Newsletter | October 2018 Newsletter
Dear Colleagues, Concurrent to our release of two new products focused on broadening participation in STEM education (see below), the National Academies has announced its new report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, which provides guidance on improving STEM learning outcomes for English learners. Committee members included current and former DRK-12…
Dear Colleagues, Concurrent to our release of two new products focused on broadening participation in STEM education (see below), the National Academies has announced its new report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, which provides guidance on improving STEM learning outcomes for English learners. Committee members included current and former DRK-12…
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