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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…
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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…
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This chapter describes curricula that use WorldWide Telescope in teaching key topics in Astro 101 and K–12 science, including parallax, Hubble’s Law and large-scale structure in the universe, seasons, Moon phases and…
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A digital tool that offers compelling student middle grades math problems and provides students with assessment tools and a dynamic learning map.
A digital tool that offers compelling student middle…
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Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners with units on the engineering design process and materials and tools that connect engineering to NGSS…
Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning
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This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how…
Students’ Plausibility Shifts & Knowledge Gains When Evaluating Competing Models about Freshwater Resource Availability
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Critique and evaluation are considered essential to deeper science learning. Furthermore, critical evaluation may influence plausibility judgments about explanations through re-appraisal. We developed the YIS-activity (…
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Strategies and strategic processing within science education are designed to help students learn not only what scientists have come to understand about the world but also how they learn it. Although many domain-general…
From Science Student to Conceptual Agent: Examining the Individual Shifts in Engagement During Scaffolded Instruction
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In this paper we describe a qualitative study in which we examine individual student engagement during implementation of an instructional scaffold for critical evaluation of scientific models during Earth and space science…
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The LEAP program is the first early algebra curriculum for students in grades 3-5. The program includes 18-20 one-hour lessons at each grade level and teacher support and assessment. Professional development …
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In response to the COVID-19 pandemic school closures, the VAM project compiled example strategies, tasks, and apps for supporting students who are English learners (ELs) in mathematics, with information about how to adapt…
Mathematics Teaching Has Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction
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In the article, the authors locate how mathematics instruction may actively respond to the influence of the discipline of mathematics and exemplify how obligations to other stakeholders may participate in the practical…
Knowledge in Use: Examining Elementary Teachers’ Content Knowledge for Teaching (CKT) about Matter using Scenario-Based Assessment
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This study explores how teachers across the United States answer and reason on “teacher assessment tasks” designed to elicit content knowledge for teaching (CKT) about matter and its interactions. It leverages a think…
Elementary Pre-service Teachers' Perceptions of Assessment Tasks to Measure Content Knowledge for Teaching about Matter
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This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational…
Designing Educative Curriculum Materials for Teacher Educators: Supporting Elementary Teachers' Content Knowledge for Teaching about Matter
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Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative…
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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…
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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…
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Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.
Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN…
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Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Presentation slides from the 41st annual meeting of…
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Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.
Presentation slides from the 42nd Conference of the International Group for the…
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This column provides ideas and techniques to enhance your science teaching.
This column provides ideas and techniques to enhance your science teaching. This issue describes a framework for designing and…
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This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework…
Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments
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In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of…
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In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.
Differentiating…
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Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are…