DRK-12 Research and Products
Publication | Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving practices. The…
Presentation | On May 19, 2020, Beth Herbel-Eisenmann, Rob Ochsendorf, Laura O'Dwyer, and Alan Stockdale led online discussion about the implications of COVID-19 on DRK-12 research, including approaches to adapting your current projects and…
Publication | Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.
Publication | In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.
Publication | In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.
Publication | We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution.
Publication | In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.
Presentation | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances.…
Publication | Several recent studies have focused on helping students understand the limitations of empirical arguments (e.g., Stylianides, G. J. & Stylianides, A. J., 2009, Brown, 2014). One view is that students use empirical argumentation because they…
Presentation | NSF program directors Rob Ochsendorf and Mike Steele presented on the revised DRK-12 Solicitation (20-572), giving an overview of the revisions and sharing important information and key takeaways from the solicitation.
Publication | This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
Publication | In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.
Publication | This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at…
Publication | In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.
Publication | Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes…
Product for Educators | Explore the pattern of earthquakes on Earth, including magnitude, depth, location, and frequency.
Tool | Find resources to help manage your NSF project.
Tool | What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ content knowledge for teaching (CKT) related to asking questions to frame investigations of changes in matter.…
Presentation | This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in…
Publication | This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions…
Publication | This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.
Product for Educators | The Flipped Mathematics Study offers advice on how to use video to teach math remotely.
Presentation | This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.
Publication | In this study, authors examined middle-school students’ naturally occurring design conversations in small design teams and their learning of science as a result of engaging in an engineering and science unit.
Publication | From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network…