This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.

Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.

Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.

Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.

Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.

Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while teaching. The research advances our understanding of teacher curricular reasoning through the development of the two measures.

In this project, we developed and implemented a ninth/10th grade neural engineering unit—an emerging field that integrates neuroscience, engineering design, and programming—to explore how computational thinking (CT) and engineering can be incorporated into a core biology high school course. We are examining the changes in students’ CT, engineering design processes, and attitudes towards STEM throughout their participation. We are also exploring what supports biology teachers need to effectively foster CT and engineering.

To help K-5 in-service math and science teachers build the skills they most need support for, we formed a team of researchers and educators to design practice-based teacher professional development opportunities. We used a co-design approach to collaboratively develop our shared vision and plan for a personalized, online platform that leverages digital performance tasks and incorporates automated, personalized feedback to support teacher professional learning of the key teaching competency of facilitating student discussions.

This project investigates how hearing multi-digit number names during teachers’ place value instruction can guide K-1 students’ attention, build robust memories, and enhance learning. It combines rigorously controlled experiments with technological advancements in wearable sensors (e.g., eye trackers) during naturalistic human interactions, as well as time-series and individual differences analyses. It aims to provide a mechanistic understanding of how early (before school entry) knowledge bridges into later learning of precise mathematical principles.

This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson.