The objectives of this session are for the group to map DR K–12 projects onto the Climate Literacy Essential Principles (CLEP) and Environmental Literacy Competencies (ELC) and to use that map to explore how to leverage all of the projects’ efforts both within the DR K–12 projects and in the larger community of climate and environmental education efforts. The session sets the stage for thinking about how DR K–12 projects address the CLEP and ELC with two brief presentations of these initiatives and examples of how specific projects align to them.

A recent focus of mathematics education researchers has been on the development of learning trajectories (LTs) or learning progressions (LPs) that characterize the learning of a mathematical topic. LTs include (a) a mathematical goal, (b) a developmental path, and (c) instructional activities or tasks fitting each level of thinking along the developmental path. In this session, members of five research teams describe various methodologies they have used to develop, refine, and validate LTs and describe challenges they encountered.

This session presents the development and use of observational protocols. The collaborative team elicits feedback from the participants to enhance the protocols.

For a description of the Crossroads session structure, please see the initial Crossroads session.

Advancing understanding of how early learning of mathematics progress is dependent on the development of good measures. Presenters of this session produced the “Research-based Early Mathematics Assessment” (REMA), and now better understand its limitations. They are now creating and evaluating a substantial revision of the REMA using emerging multidimensional theoretical models, both cognitive and psychometric. The development of this instrument will lead to substantive advances in the fields of mathematics education research, cognitive psychology, and psychometric theory. 

There is great interest in interdisciplinary curriculum materials that span different grade levels, courses, and disciplines. The DIMACS Center at Rutgers University has been developing materials in the form of one-week modules for high school students at the interface of mathematics and biology for over five years now and is continuing to do so. The reception to these materials has been enormously positive by both mathematics teachers and biology teachers across the country from small rural schools to large urban schools and everything in between.

The overarching goal for this session is for presenters to receive feedback on how they might increase participant implementation of the classroom materials developed in their project. Their biggest challenge is to support deeper implementation of these materials in project classrooms despite current policy contexts in project schools. Teachers regularly say they like the materials, find them valuable, and understand their purposes.

Presenters in this session discuss the ways user input can improve the development of STEM education materials. They discuss their purposes and strategies for engaging the end users of materials in the development process. Discussion touches on recruiting user partners, establishing a relationship and role, communicating, and gathering data. The session is informed by, and will inform, a draft brief on the topic.