James Hammerman

Professional Title
Director, STEM Education Evaluation Center (SEEC)
About Me (Bio)
James K.L. Hammerman, (Jim) is a Senior Researcher/ Developer/ Evaluator who Co-Directs the STEM Education Evaluation Center (SEEC) at TERC. Dr. Hammerman has been a mathematics educator, researcher and evaluator for over 25 years. In addition to his own research on data and statistics learning and on the impact of adult developmental differences on teachers' professional learning, Dr. Hammerman designs and leads a wide variety of formative and summative evaluation projects focusing on math, science and technology education in K-12, higher education, and informal settings.
KCP Technologies, Inc.

The Data Games project has developed software and curriculum materials in which data generated by students playing computer games form the raw material for mathematics classroom activities. Students play a short video game, analyze the game data, develop improved strategies, and test their strategies in another round of the game.

TERC, Inc.

This project investigated the potential opportunities and challenges for educators to incorporate explorations of a variety of large data sets into science, math and, to a lesser extent, social science classes at the secondary level.

TERC, Inc.

This is a 3.5-year efficacy study of the Developing Mathematical Ideas (DMI) elementary math teacher professional development (PD) program. DMI is a well-known, commercially available PD program with substantial prior evidence showing its impact on elementary teachers' mathematical and pedagogical knowledge. However, no studies have yet linked DMI directly with changes in teachers' classroom practice, or with improved student outcomes in math. This study aims to remedy this gap.

Concord Consortium

This project addresses biology teachers and students at the high school level, responding to the exponential increases occurring in biology knowledge today and the need for students to understand the experimental basis behind biology concepts. The project studies the feasibility of engaging students in an environment where they can learn firsthand how science knowledge develops in the fields of bioinformatics and DNA science by performing collaborative, simulated experiments to solve open-ended problems.

Education Development Center, Inc. (EDC)

This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.

Gulf of Maine Research Institute (GMRI)

This project will examine the impact of a 12-year statewide science field trip program called LabVenture, a hands-on program in discovery and inquiry that brings middle school students and teachers across the state of Maine to the Gulf of Maine Research Institute (GMRI) to become fully immersed in explorations into the complexities of local marine science ecosystems.

University of Florida (UF)

LOCUS (Levels of Conceptual Understanding in Statistics) is an NSF Funded DRK12 project (NSF#118618) focused on developing assessments of statistical understanding. These assessments will measure students’ understanding across levels of development as identified in the Guidelines for Assessment and Instruction in Statistics Education (GAISE). The intent of these assessments is to provide teachers and researchers with a valid and reliable assessment of conceptual understanding in statistics consistent with the Common Core State Standards (CCSS).

Education Development Center, Inc. (EDC)

This research and development project provides resources for ninth-grade mathematics students and teachers by developing, piloting, and field-testing intervention modules designed as supplementary materials for Algebra 1 classes (e.g., double-period algebra). Rather than developing isolated skills and reviewing particular topics, these materials aim to foster the development of mathematical habits of mind—in particular, the algebraic habit of abstracting from calculations, a key unifying idea in the transition from arithmetic to algebra.