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Publications
Publications (102)
Current structures of STEM graduate programs raise questions about addressing graduates’ interest in multiple career paths, and how programs prepare graduates for positions increasingly available in varied occupations. This problem is addressed through an innovative doctoral program in engineering, Pathways to Entrepreneurship (PAtENT), which works...
This volume contains the papers presented at the Third International Symposium on New Ways of Teaching & Learning held from August 6-10, 2024, at the Aemilia Hotel, Bologna, Italy. The Conference was organized by The Mathematics Education for the Future Project - an international educational project founded in 1986 and dedicated to innovation in ma...
This volume contains the papers presented at the International Symposium Innovative Teaching Practices held from August 14-18, 2023, in The Queen’s College, Oxford, UK. The Mathematics Education for the Future Project is an international educational and philanthropic project founded in 1986 and dedicated to innovation in mathematics, statistics, sc...
Moving from STEM to STEAM through integrating arts presents unique opportunities and challenges. The arts have the potential to truly transform current approaches to STEM, particularly through contributions to development of critical thinking and spatial visualization. Through these artists’ ways of knowing, learning approaches can be designed whic...
Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding de...
Current research surrounding online computer science education emphasizes the need for high-quality professional development
opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify
needs and strategies that make the online computer science courses effective. Through a Research-to-Practice...
This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and s...
This volume contains the papers presented at the International Conference Building on the Past to Prepare for the Future held from August 8-13, 2022, in King’s College, Cambridge, UK. It was the 16th conference organised by The Mathematics Education for the Future Project - an international educational and philanthropic project founded in 1986 and...
This volume contains the papers presented at the International Conference Building on the Past to Prepare for the Future held from August 8-13, 2022, in King’s College, Cambridge, UK. It was the 16th conference organised by The Mathematics Education for the Future Project - an international educational and philanthropic project founded in 1986 and...
Goode et al. [10] consider preparing thousands of teachers with high-quality, accessible professional development as a grand challenge. High School students currently take computer science courses through North Carolina Virtual Public Schools (NCVPS) due to the lack of offerings and unavailability of teacher expertise at their local schools. Throug...
The emergence of the COVID-19 pandemic has brought increased attention to the critical mathematical literacy of citizens in the United States and around the world. A statistically and mathematically literate society is crucial for ensuring that citizens are able to sift through political rhetoric to maintain life-saving procedures such as social di...
We have established a research-practice partnership (RPP) to establish a computer science (CS) and computational thinking (CT)-focused STEM ecosystem at two middle schools. The STEM ecosystem model is used as a framework to address systemic barriers to student participation in computing. Creating a school-based CT/CS-focused STEM ecosystem through...
In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. W...
By accessing creative portions of the brain through dance, Pre-K students can more easily learn math concepts like spatial awareness and critical math knowledge prior to formal assessment in elementary school. This early foundational learning creates educational equity by resulting in a month of additional math learning before ever stepping into an...
This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or...
This chapter shares the findings from a year-long professional development (PD) experience, Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). The project provided over 80 hours of professional development to primary teachers regarding their use of an internet-based formative assessment system for their stu...
In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the c...
The development of practice is at the heart of educational programs for pre-service teachers and professional development opportunities for educational professionals. A key focus of this work is to ‘make sense’ of the classroom including students’ thinking, discussions, and work so that this sense making provides useful contexts and information for...
Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional developm...
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of di...
This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers’ instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of variance...
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on suppor...
This study examined primary grades students’ achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers’ classrooms who had participated in a year-long professional development program on mathematics formative assessment, 1,...
In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the impleme...
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative as...
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative as...
This white paper describes the Elementary Mathematical Writing Task Force's recommendations for the types of and purposes for elementary mathematical writing. It presents how the group distinguished "mathematical writing" from other kinds of writing that take place in mathematics classrooms and considerations of this work. Download at http://mathwr...
This study examined the influence of professional development on elementary .school teachers' perceptions of and use of ait internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their writte...
In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the impleme...
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative as...
The purpose of this study was to examine the measurement properties of the Assessing Math Concepts AMC Anywhere Hiding and Ten Frame Assessments, formative assessments of primary students' number sense skills. Each assessment has two parts, where Part 1 is intended to be foundational skills for part two. Part 1 includes manipulatives whereas Part 2...
The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers’ knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology...
In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the impleme...
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative as...
This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative as...
In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the impleme...
This study examines primary grades teachers’ instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous onl...
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have Pre-Service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of di...
Background: The present study evaluated the quality of 1,165 scholarly literature papers about mathematics education technology literature.
Purpose: The purpose of the present study was to determine the extent to which mathematics education technology literature reports the information needed to support the scientific basis of a study.
Setting: N...
Success in mathematics and science requires students to process and comprehend various forms of text; yet, many teachers feel ill-equipped to promote the development of literacy skills within the context of developing conceptual understanding of mathematics and science. Many content area literacy resources do not provide an adequate development of...
This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7 univer...
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. D...
This paper presents the results of a systematic review of literature in which the authors examined instructional technology integration in mathematics. Three lenses were used to examine the treatment of teacher knowledge as it relates to technology implementation in mathematics: a research design framework, a teacher knowledge framework (CFTK), and...
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers’ knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a m...
This study investigates the impacts of a year-long professional development program on Kindergarten teachers’ beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after p...
This paper shares the findings from the evaluation of a year-long implementation of a Mathematics Science Partnership (MSP) professional development project, Content Development for Investigations (CoDE:I), designed to support elementary school teachers' enactment of standards-based mathematics pedagogies. Teachers participated in a 48 hour summer...
Mathematics educators continue to explore ways to improve student learning. Of particular interest are the relationships between teachers’ instructional practices, their beliefs towards mathematics teaching, and
student learning outcomes. While some studies have found empirical links between teachers’ enactment of specific instructional practices a...
This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a research design framework, a teacher knowledge framework (CFTK), and...
Proportional reasoning is perhaps one of the most important types of mathematical thinking for elementary school students to develop. It includes aspects of rational numbers, spans the entire mathematics curriculum, and is a significant foundation for mathematical proficiency. Understanding students' use of proportional reasoning is a basis on whic...
Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed...
This study investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework. Twenty ninth-grade algebra students provided written descriptions of their problem solving processes as they worked mathematics problems. A qualitative analysis of the data indicated the presence of a me...
This paper reports on an exploratory study of the mathematical beliefs of a group of ninth and tenth grade students at a large, college preparatory, private school in the Southeastern United States. These beliefs were revealed using contemporary metaphor theory. A thematic analysis of the students' metaphors for mathematics indicated that students...
This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a research design framework, a teacher knowledge framework (CFTK), and...
Quantitative literacy involves a set of skills necessary to reason about data. Such skills are imperative in our increasingly data-oriented world. Despite the importance of such skills, assessment of quantitative literacy has not been a focus in education and there is a lack of assessment tools that specifically address these skills. This study sou...
In U.S. schools, students must pass statewide competency tests to graduate from high school. In this article, the authors summarize the development and testing of a program implemented to improve the skills of students failing to "make the grade" on these high-stakes tests. District personnel randomly assigned twenty-eight students who previously f...
Current federal policy requires that students with disabilities participate in large-scale assessments and be included in schools' scores for adequate yearly progress. Students with significant cognitive disabilities may participate in an alternate assessment with alternate achievement standards, but these standards must be linked to grade-level co...
Many middle schools use the Web to disseminate and gather information. Online barriers often limit the accessibility of the Web for students with disabilities. The purpose of this study was to evaluate the accessibility of home pages of a sample of middle schools. The authors located 165 Web sites using a popular online directory and evaluated the...
December 17, 1903, Marked a Mile-stone in history when the Wright brothers launched the first powered flight. This initial flight lasted only 12 seconds and traveled only 120 feet. However, one of the later flights that day produced better results, traveling 852 feet in 59 seconds, and was met with great enthusiasm for the possibility of sustained...
The purpose of this exploratory study was to investigate the impact of writing during mathematical problem solving. The study involved an analysis of ninth grade algebra students' written and verbal descriptions of their mathematical problem solving processes. Through this comparison, a better understanding of the connection between problem solving...
School change can be greatly impacted by teachers who take an active role in leadership. Teacher leaders should continue to expand their roles and influence in effecting the types of school reform that will lead to sustainable change in the quality of education. Since professional development is key to change, this chapter will address three areas...
This book approaches the subject of leadership among science and mathematics teachers during times of educational reform from the perspective of local decision making, personal action, and respect of peers. The view of leadership presented in this book elevates the profession rather than the status of individuals, and the view is supported by posit...
Reviews communication as a fundamental component in implementing a balanced and effective mathematics program. Presents a classroom episode in which students solve problems, use rubrics to rate the written response of a peer, and discuss solutions and decisions for rating their peers' papers. (KHR)
Reform efforts in mathematics have as A goal the development of learners who are mathematically literate. As a result of this emphasis, teachers are being asked to think about mathematics instruction as the merger of pedagogical knowledge, content knowledge, and knowledge of how to integrate both into school mathematics (Mathematical Sciences Educa...
This paper suggests that if reflection is a powerful vehicle in assisting the individual in grappling with complex ideas and concepts and it facilitates the assimilation of such ideas into a person's belief system, then reflection should be considered an integral part of teacher education programs. This study investigated whether the reflections of...
This study examines the impact of training in the use of Internet applications with graduate education students. Students were trained in the use of database sites such as CIESIN as well as the use of other math and science resources. Emphasis was given to the use of such resources in the instructional design process. Pre- and postintervention surv...
Writing is an important aspect of the educational process in most disciplines. The power of writing as an instrument m the mathematics curnculum was realized during the 1980s as a part of the writing-across-the-curriculum movement. This interest in writing as an important learning tool is regaining popularity as reform efforts in mathematics educat...
Recent results from the Education Quality and Accountability Office (EQAO)'s grade 9 applied mathematics assessment found that students are experiencing difficulty with the Ontario curriculum, specifically with written communication. Action research was conducted during the second semester of 2003/04 in a grade 10 applied mathematics class to deter...