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This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

The infrastructure to improve mathematics education in the US requires building human resources in mathematics and mathematics education into a professional community that can respond to the critical needs in the field. This project seeks to build a professional community with shared understanding of the specialized content knowledge (SCK) - the special forms and ways of reasoning about mathematical knowledge used in teaching (MKT). 

This project brings together teams of teachers, teacher educators, administrators, and researchers to inquire into the development of ambitious and equitable practices that support learning the scientific practices and creating scaffolds for the special language demands of the scientific practices, particularly for English Language Learners.

This workshop provides minority serving institutions with an opportunity to engage in dialogue about effective ways to create, implement, and evaluate models of intervention that will advance knowledge about retaining underrepresented minorities in STEM fields. It will advance knowledge in life science and the biosciences for K-12 and undergraduate students attending local schools or eligible minority-serving institutions. The workshop will focus on assisting minority serving institutions with use of research designs, and review of best practices for intervention shown to be effective in helping underrepresented student cope with chronic stresses that interfere with their retention in STEM fields and careers.

This project will bring locally relevant virtual reality (VR) experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around environmental sciences themed content, implementing VR in the classroom, and development of a support community for the teachers.

This project will address widespread misunderstandings related to evolution by developing and testing a new high school curriculum unit and assessment measures focusing on biological evolution.  The new curriculum will integrate the three dimensions of the Next Generation Science Standards, the Common Core Mathematics standards on reasoning abstractly and quantitatively, and an English Language Arts standard for writing arguments focused on discipline-specific content. 

The University of Utah will develop a plan for a model curriculum and associated assessments project that integrates science practices, crosscutting concepts, and core disciplinary ideas through the integration of mathematics and science and the application of appropriate educational technologies. The unit plan and prototype lessons will model ways in which quantitative literacy and the Common Core Standards of Mathematics can be addressed in the biology curriculum.

This project will use visualizations from an easily accessible tool from NOAA, Science On a Sphere, to help students develop critical thinking skills and practices required to effectively make meaning from authentic scientific data. The project will use arts-based pedagogies for observing, analyzing, and critiquing visual features of data visualizations to build an understanding of what the data reveal. The project will work with middle school science teachers to develop tools for STEM educators to use these data visualizations effectively.

This project will develop and test the impact of heredity and evolution curriculum units for middle school grades that are aligned with the Next Generation Science Standards (NGSS). The project will advance science teaching by investigating the ways in which two curriculum units can be designed to incorporate science and engineering practices, cross-cutting concepts, and disciplinary core ideas, the three dimensions of science learning described by the NGSS. The project will also develop resources to support teachers in implementation of the new modules.

The goal of this planning grant is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career.

This project will convene two workshops, held in 2015 and 2016, which will focus on developmental mathematics and other critical issues in mathematics education. The workshop will frame critical issues; draw attention to issues of diverse participation and success in mathematics; and provide images of productive engagement for participants to draw upon as they return to their professional communities.

This project will focus on a networked improvement community (NIC) model of professional learning that shifts K-5 science instruction from traditional approaches to a three-dimensional design as outlined in the Next Generation Science Standards. The project will feature a multi-level model involving university educators and researchers and school district practitioners in an effort to co-defined problems of practice valuable to both parties. A mixed methods research design will examine how the NIC model develops professional capital through changes in implementation over multiple iteration.

This project augments an NCES data collection effort for the High School Longitudinal Study by including 150 additional schools in up to 10 selected states to create state representative samples of at least 40 schools in each state. The purpose of this augmentation is to provide support for additional schools to create state samples. NSF will also be involved in planning for future surveys of these students as they reach college age.

This project aims to enact and study the co-design of classroom activities by mathematics and visual arts teachers to promote middle school students' data literacy.

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.

This grant is also known as The Responsive Math Teaching Project: Developing Instructional Leadership in a Network of Elementary Schools.

The goal of this project is to build instructional leadership capacity in teachers and school-based leaders in a network of underperforming elementary schools with limited resources. Through design-based improvement research, the project is designed to enhance the knowledge, skills, and competencies of elementary teacher leaders and principals to develop a shared vision and provide ongoing support of high-quality math instruction.

Advancing Reasoning addresses the lack of materials for teacher education by investigating pre-service secondary mathematics teachers' quantitative reasoning in the context of secondary mathematics concepts including function and algebra. The project extends prior research in quantitative reasoning to develop differentiated instructional experiences and curriculum that support prospective teachers' quantitative reasoning and produce shifts in their knowledge.