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.
EDC is creating and studying a two year professional development model for middle school mathematics teachers with an emphasis on teaching struggling math students in the areas of fractions and rational numbers.
The professional development is composed of online modules, professional learning communities, and face-to-face workshops. Each of the online modules is one week long and covers:
Supported Literacy for Adolescents is a research-based literacy program. Its goal is to improve reading, writing, and comprehension among both high-risk and typically achieving populations. The program is deeply rooted in standards-based curriculum design, and all components of the program align with national reading and writing standards, as well as selected content standards.
EDC has been awarded more than $14 million in multi-year grants from the National Science Foundation (NSF) to begin new initiatives or to continue ongoing work to enhance science and mathematics teaching and learning from preschool through high school.
EDC’s EdTech Leaders Online (ETLO) is now offering Common Core State Standards (CCSS) courses in Mathematics and English Language Arts (ELA) to help teachers and administrators better prepare students for college and careers.
The Regional Educational Laboratory Northeast and Islands (REL-NEI) is one of ten regional laboratories and has a mission to help pre-K–16 educators use the best available evidence to make decisions leading to improved student achievement and reduced performance gaps.
Scratch, developed by the Lifelong Kindergarten Group at the MIT Media Lab, allows young people to program their own interactive stories, games, animations, and simulations, and share their creations with one another on the Web. In the process, they have opportunities to learn important mathematical and computational concepts, while also learning to think creatively, reason systematically, and work collaboratively-essential skills for success in the STEM (science, technology, engineering, and mathematics) workforce of the 21st century.
Learning and Teaching Algebra (LTA) seeks to address and resolve the root causes of poor student achievement, namely, incoherence in student curricula and incoherence in teacher professional development. The LTA project focuses on teachers in urban settings who are teaching eighth-grade Algebra 1 classes.
EDC is developing, testing, and publishing Linear Algebra and Geometry, a modular curriculum for high school capstone courses that features three semesters’ worth of topics in linear algebra and its applications.
The Coaching Cycle project is creating an online professional development course for K–8 mathematics instructional coaches in rural areas and small schools who do not have access to regular districtwide professional development.
The course will build participants’ coaching skills through the use of classroom artifacts, such as student work, videotapes, and transcripts drawn from the classroom.
The Coaching Cycle project will also examine how online learning and instructional coaching change teachers’ instructional practices and increase student achievement.
The Innovative Technology Experiences for Students and Teachers (ITEST) program is designed to increase opportunities for students and teachers to learn about and use information technologies within the contexts of science, technology, engineering, and mathematics.
Youth-based projects that have strong emphases on career and educational paths
EQuALLS2 increases access to quality basic education and livelihood skills in areas most affected by conflict and poverty in the Philippines (primarily the Muslim areas in the Mindanao island group in the south). EQuALLS2 is a large-scale project that seeks to benefit 345,000 children and youth in 37 municipalities and four cities by training 37,238 educators and school officials, building the capacity of 850 local education stakeholder groups, and expanding local education resources through public-private partnerships.
The New York Comprehensive Center (NYCC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). In doing so, NYCC engages the New York State Education Department in using research-based findings and rigorous evidence. The Center provides technical assistance services to meet the Department’s priority needs and further the key initiatives of the US Department of Education. Additionally, the NYCC works with the State on emerging needs based on new statutes and policy mandates.
The Technology Tools for Teaching and Training (dot-EDU T4) project seeks to assist the education departments in the Indian states of Madhya Pradesh, Bihar, Karnataka, Rajasthan, Chhattisgarh, Jharkhand, and Delhi, for quality teaching and learning for the primary education sector. To this end, dot-EDU T4 has created interactive, multimedia tools in audio, video, and software formats that established new standards for education quality while delivering education services on a large scale and reaching out to girls and other vulnerable populations.
Transition to Algebra: A Habits of Mind Approach is a research and development project that provides intervention modules for ninth-grade mathematics students and teachers. These modules provide supplementary materials for Algebra 1 classes (e.g., double-period algebra).
Rather than developing isolated skills and reviewing particular topics, these materials 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.
Funded by the National Science Foundation, the Center for Mathematics Education (CME) project is a four-year comprehensive high school mathematics program.
This problem-based, student-centered project emphasizes the development of students’ mathematical habits of mind. The curriculum is organized around the familiar themes of Algebra 1, geometry, Algebra 2, and precalculus and is published by Pearson.
This project, through a cooperative agreement with the NSF, is establishing and maintaining the Discovery Research (DR) K–12 learning resource network, known as CADRE, with the aim of advancing the state of research and evaluation in STEM education and promoting the goals of the DR K–12 program. CADRE provides support services to grantees of this program, which enhances student and teacher learning of the STEM disciplines through the development, implementation, and study of resources, models, and technologies.
CME Project Mathematical Practices Implementation (MPI) Study is a four-year, mixed-methods research study looking at teachers’ implementation of the CME Project, a high school mathematics curriculum organized around mathematical habits of mind.
The MPI study will examine:
Teachers’ use of the CME Project
The role of the CME curriculum in the mathematics classroom
EDC’s accompanying professional development in supporting teachers’ mathematical knowledge for teaching
EDC will investigate whether learning in the visual arts, a discipline in which students continually practice visualization, leads to improvements in geometric reasoning.
This study will compare high school students with and without extensive exposure to the visual arts. Assessments will be given at the start of the study (as a baseline) and then after the first and second years of the study.
Apps can engage kids in the study of math, but what are they really learning? EDC is interviewed about its work with Boston public television station WGBH and the Next Generation Preschool Math program to evaluate the effectiveness of several apps.
In his Curriculum Matters blog, reporter Erik Robelen talks to EDC’s Ruth Krumhansl about the launch of the new Oceans of Data Institute, as well as a number of other EDC efforts that are helping schools make use of big data in the classroom.