EDC and the Boston-based Artists for Humanity (AFH) have received a $1.2 million grant from the National Science Foundation to help connect local youth to science, technology, engineering, and math, or STEM-related careers.
The Ford PAS Next Generation Learning initiative (a collaboration of EDC and the Ford Motor Company Fund) is using innovative activities to help prepare students for careers in science, technology, engineering, and mathematics (STEM). The project is opening four new STEM academies in Detroit.
EDC will introduce its new book, Making Sense of Algebra: Developing Students’ Mathematical Habits of Mind, published by Heinemann, at the following conferences: National Council of Supervisors of Mathematics Annual Conference, National Council of Teachers of Mathematics Annual Meeting, and National Council of Teachers of Mathematics Research Conference.
EDC’s Eden Badertscher discusses a teacher professional development program, DEbT-M (Designing for Equity by Thinking in and about Mathematics), that seeks to develop positive student-teacher relationships to help every student learn math.
EDC has selected 10 new recipients for its highly competitive annual CADRE Fellows Program. Recipients receive a one-year fellowship to work with the Community for Advancing Discovery Research in Education (CADRE), a resource network for STEM education researchers supported by the National Science Foundation (NSF).
This project has researched, designed, and developed the SolveMe Mobiles app, a digital learning environment using specific mathematical puzzles to support the transition from arithmetic to algebra for middle school students. The app is designed to support logical thinking in a social environment by allowing users not only to solve puzzles but also to build and share them as well. The project team has prototyped several additional apps that could support solving, building, and sharing mathematics puzzles.
An EDC mathematics curriculum takes a new approach to algebra learning, connecting the concrete procedures of arithmetic to the abstract reasoning that success in algebra requires. Transition to Algebra, funded by a grant from the National Science Foundation and published by Heinemann, builds on a history of curriculum development at EDC centered on fostering mathematical habits of mind. It is designed to be used flexibly to support algebra in Grades 6—10.
A new research study found that transmedia content—video, online games, apps, and interactive white board applications—can improve mathematics skills in young children. EDC’s Shelley Pasnik discusses the results of the study.
Educators who want to bring technology-infused Common Core lessons to struggling students and those with disabilities can turn to the new website PowerUp WHATWORKS. EDC staff are a part of the team that developed this innovative resource.
Malawi primary schools face issues of large classes, high repetition rates, and teachers who resort to lectures and other marginally effective rote learning techniques to teach crowded classrooms. The Malawi Tikwere! (Let’s go up!) program uses interactive radio instruction (IRI) broadcasts to address these issues and bring student-centered instruction to primary schools countrywide.
EDC is developing and testing a two-year, intensive professional development model for building middle grades mathematics teachers’ facility with formative assessment.
Using a combination of institutes, ongoing professional learning communities, and Web-based resources, this model attends both to teachers’ knowledge of critical aspects of formative assessment and their implementation of formative assessment in the classroom.
EDC is collaborating with Boston University and St. Olaf College to study the mathematical habits of mind (i.e., ways of approaching and thinking about mathematical problems) that secondary teachers use in their professional lives and to develop research instruments for measuring such habits.
EDC is developing an assessment tool to help teachers quickly and effectively diagnose misconceptions students have about fractions and decimals. The Eliciting Mathematics Misconceptions (EM2) Project applies recent advances in cognitive science and mathematics education research to create a set of questions designed to assess these underlying misconceptions in grade 6 to 8 students. EM2 will develop and test an online interface that will record student responses, allow teachers to administer the questions electronically, and produce reports on each student’s misconceptions.