Projects

Teachers’ beliefs influence their instructional decisions and these decisions shape the mathematical learning opportunities for all students. This is particularly important when considering the learning opportunities for groups that have historically been marginalized in mathematics, including girls and students of color. There are few validated, mathematics-specific instruments that measure teachers’ beliefs about mathematics learning related to race, ethnicity, and gender. This project seeks to investigate teachers’ beliefs related to how they explain the systemic racial and gender differences in mathematics education outcomes by developing and validating a survey instrument and to explore how those beliefs might impact their teaching.

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.

Covariational reasoning, or the ability to reason about relationships as quantities change together, is one way of thinking that can provide a foundation for students to build their more abstract algebraic knowledge. This research builds a foundation for integrating education and research at the intersection of students’ developing algebraic knowledge, covariational reasoning, and new educational technologies to create a new path into algebra. This path can help remove barriers that have historically restricted access to mathematics and STEM coursework and careers.

This project examines the development of statistical literacy that combines statistical reasoning and thinking. The project will use professional learning communities for teachers to learn about statistical literacy and develop learning experiences for their students. The project will engage students and teachers in finding meaningful ways to use statistical reasoning to make data-based arguments and reason about patterns they observe in society.

This project aims to create and study an Equitable and Interactive Mathematical Modeling (EIM2) program that positions students as decision makers in their own learning. Despite the value of connecting students’ life experiences with their mathematical learning, the practical implementation of this strategy has proven challenging in a classroom setting. EIM2 addresses this issue by supporting students to engage in equitable mathematical modeling, a process of using mathematics to analyze and quantify scenarios through a lens of equity.

With increased focus on STEM education for students with extensive support needs ESN, engineering practices highlight the importance of problem-solving skills (e.g., systems thinking, creativity), and engineering lessons/units may provide a viable format for systematically planned math and science instruction that naturally embeds opportunities to teach students skills promoting increased self-regulated learning. Due to lack of prior experience teaching engineering, little is known about how teachers of students with ESN scaffold instruction to build their students’ engineering practices. Thus, this project focuses on teachers’ development of engineering practices, including how teachers support their students’ development of engineering-focused behaviors and mindsets through instruction.

This project is working to develop, implement, and research the introduction of data experiences and practices into a series of interdisciplinary, middle school project-based learning modules. The project examines how interdisciplinary data education can provide opportunities for students to take more control of their own learning and develop positive identities related to data, through integration with social studies and science topics. Curriculum modules and teaching resources produced by the project serve as guides for subsequent efforts at integrating data science concepts into teaching and learning in various subject areas.

This project connects interdisciplinary researchers and experts from four tribal nation partners to develop and implement an in-service teacher professional certificate program that integrates Indigenous Knowledge into STEM teaching. This multi-sited teacher professional development model will enroll K-12 teachers in four different Native-serving regions of the rural West into a 12-month certificate program that combines Indigenous science, Coupled Human and Natural Systems, and Land education concepts into an experiential learning cycle with local and broad study of learning with the Land. The project will add knowledge about the transferability of local epistemologies and practices and national science standards within four specific Indigenous contexts and expand space for tribal-lead professional development to transform teacher classroom practice.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

This project seeks to investigate the possibilities and challenges of using a participatory approach to research and design, centering Black, Indigenous, Latinx, and Hmong students and their families in imagining and creating change. The project will generate new knowledge about the possibilities and limitations of participatory design research (PDR) as a method for advancing equity in mathematics education through PDR cycles at three middle schools over the five years of the project. This approach has the potential to disrupt inequitable practices of mathematics education as well as undemocratic processes for making decisions about mathematics education. Further, it will be a catalyst for developing racially just practices and processes in mathematics education.

This project supports school-based science teachers and students in conducting community-based science research on the causes and effects of extreme heat/urban islands in racially and ethnically diverse communities. Teachers will participate in professional learning experiences that support their development of content knowledge, scientific research practices, and critical pedagogies needed to design and implement research projects in their classroom. Students will identify locally-relevant issues related to this phenomenon, conduct investigations to explore the issue, share their findings through arts-based community narratives, and advocate for change. This project will broaden access to empowering youth-centered approaches that support learning and identity construction in science.

Building on the team's prior research from early in the pandemic, this project team will continue to collect data from families and aims to understand parents’ perspectives on the educational impacts of COVID-19 by leveraging a nationally representative, longitudinal study, the Understanding America Study (UAS). The study will track educational experiences during the spring and summer of 2022 and into the 2022-23 school year. The team will analyze student and family overall and for key demographic groups of interest as schooling during the pandemic continues. This RAPID project allows critically important data to continue to be collected and contribute to continued understanding of the impacts of and responses to the pandemic by American families.

This project advances the understanding of teaching and learning of algebra in grades 6 through 12 by using a methodology that leverages the cumulative power of an analysis of many studies on a topic. This work will synthesize results aggregated from 40 years of research in the field of mathematics education and develop a unified framework to inform parents, students, teachers, other educators, and researchers.

This study will further the field's understanding of the role that science teachers play in adapting their instruction during a public health crisis, how they address emergent ideas throughout the unfolding of the pandemic, and the impacts that the pandemic has had on science teachers themselves.

This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after science learning experiences, and provide new and actionable informal science learning practices that promote engagement with visual representations and reflection, and science understandings that can be applied broadly by informal science institutions.

This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after science learning experiences, and provide new and actionable informal science learning practices that promote engagement with visual representations and reflection, and science understandings that can be applied broadly by informal science institutions.

This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after science learning experiences, and provide new and actionable informal science learning practices that promote engagement with visual representations and reflection, and science understandings that can be applied broadly by informal science institutions.

This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.

This project will study the utility of a machine learning-based assessment system for supporting middle school science teachers in making instructional decisions based on automatically generated student reports (AutoRs). The assessments target three-dimensional (3D) science learning by requiring students to integrate scientific practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena or solve complex problems.

Researchers from Georgia Tech have developed a three-year middle school Engineering and Technology course sequence that introduces students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing, incorporates engineering concepts such as pneumatics, robotics and aeronautics, increases student awareness of career paths, and addresses the concerns of technical employers wanting workers with problem solving, teamwork, and communication skills. This impact study project will investigate the effectiveness of STEM-Innovation and Design (STEM-ID) curricula and determine whether STEM-ID courses are equally effective across different demographic groups and school environments under normal implementation conditions and whether the courses have the potential to positively impact a vast number of students around the country, particularly students who have struggled to stay engaged with their STEM education.

This project explores the mechanisms by which teachers translate what they learn from professional development into their teaching practice. The goal of this project is to study how the knowledge and skills teachers acquire during professional development (PD) translate into more conceptually oriented mathematics teaching and, in turn, into increased student learning.

This project will develop and test a web-based platform to increase the quality of teacher-administered tests in science classrooms. It draws on classroom teacher knowledge while employing the rigorous statistical methods used in standardized assessment creation and validation. The content focus is on the disciplinary core ideas for grades 6-8 physical science in the Next Generation Science Standards (NGSS).

This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.

This project will study the utility of a machine learning-based assessment system for supporting middle school science teachers in making instructional decisions based on automatically generated student reports (AutoRs). The assessments target three-dimensional (3D) science learning by requiring students to integrate scientific practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena or solve complex problems.