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From a social semiotic perspective, students’ use of language is fundamental to mathematical meaning making. We applied thematic analysis to examine students’ use of geometric and contextual ideas while solving a geometry…
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Throughout elementary school, students learn about positive numbers and how they fit on a number line. The transition to using negative numbers, after only working with numbers greater than zero for several years, can be…
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In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative numbers.
In this article, we…
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Noticing students' mathematical thinking is a key element of effective instruction, but novice teachers do not naturally engage in this practice. Prospective secondary school mathematics teachers were engaged in an…
Assessment design patterns for computational thinking practices in secondary computer science: A first look
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This report gives an overview of a principled approach to designing assessment tasks that can generate valid evidence of students’ abilities to think computationally.
This report gives an overview of a…
An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use
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This study raises questions and makes suggestions for future educative curriculum development and teacher preparation.
Educative curriculum materials provide teachers with authentic opportunities to…
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In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction.
Science…
Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation
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This case study uses the conceptual framework of communities of practice to investigate the relationship between English-learning students' argumentation and their middle school sheltered English immersion (SEI) science…
Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation
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In this paper, we present lessons learned from a development process to conceptualize, design, and pilot a measure of teachers' PCK of argumentation.
Despite the recent emphasis on science practices,…
Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools
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In this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.
Ensuring all students have opportunities to engage in scientific argumentation is a key goal…
EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education
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This article presents EarSketch, a learning environment that combines computer programming with sample-based music production to create a computational remixing environment for learning introductory computing concepts…
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This article considers a role for live coding that does not focus on live performance but rather on educational contexts.
Pervasive definitions of live coding in music focus on the simultaneous…
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In this paper, we present a description of the EarSketch environment and curriculum. We also present an overview of the classroom environments in which EarSketch has been implemented to date, including professional…
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This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models…
STEM starts early: Grounding science, technology, engineering, and math education in early childhood
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This report summarizes the latest research findings on the importance and impact of early STEM across the child's ecological systems, as well as the critical importance of framing communications about early STEM in an…
Elementary Mathematics Specialists in “Departmentalized” Teaching Assignments: Affordances and Constraints
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In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “…
Using students' conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate models
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This paper describes a guided-inquiry activity designed for the first week of a first-year high school chemistry course.
This paper describes a guided-inquiry activity designed for the first week of a…
Tool Trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development
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The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure…
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Kinematics is a topic students are unknowingly aware of well before entering the physics classroom. Students observe motion on a daily basis. They are constantly interpreting and making sense of their observations,…
No teacher is an island: Bridging the gap between teacher’s professional practice and research findings
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This paper outlines some key considerations for developing productive teacher collaborations and provides examples of teacher PD programs that have successfully brought chemistry education research faculty and high school…
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When asked what plants need for photosynthesis, many students can correctly recall the reaction equation and state that plants require CO2, H2O, and light. Many students, however, do not understand that these reactants are…
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This report describes how particulate diagrams were incorporated in a high school chemistry course, provides a rubric developed for assessing students’ particulate drawings, and summarizes the impact of particulate-level…
Tool trouble: Challenges with Using Self-Report Data to Evaluate Long-Term Chemistry Teacher Professional Development
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The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure…
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We examine a pair of students who share a central objective of designing an optimal solution for their fictional client, and who persist in achieving their objective. We argue that the students’ stable framing of the…
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We report on an eight-year project in which we partnered with several large urban school districts in the U.S. that were attempting to support mathematics teachers’ development of ambitious, inquiry-oriented instructional…