The Common Core State Standards mandate mathematical habits of mind, which are ways of approaching and thinking about mathematical problems. EDC has two high school curricula specifically organized around mathematical habits of mind and strategically designed to help high school students develop these mathematical ways of thinking.
The CME Project and Transition to Algebra both use curricular devices-written dialogues occurring among a cast of students with different “mathematical personalities” and visual images of mathematical thought experiments.
The Lesson Study Communities project provides two years of professional development and support to teams of middle and high school mathematics teachers who are involved in the lesson study model of professional development. The project operates in the Greater Boston area.
Enhancing knowledge of mathematics and pedagogy
Introducing teachers to lesson study
Building a community of teachers interested in lesson study
Learning how the Japanese lesson study model can be adapted to become a successful professional development model for U.S.
Think Math! is a K–5 curriculum developed, piloted, and field-tested by EDC.
Think Math! provides:
A learning-by-doing model of professional development. This model allows teachers to gain a more profound understanding of fundamental mathematics through the natural course of their daily work.
High-quality mathematics content and pedagogy for school districts. This curriculum is appropriate for school districts that want to change but need additional help and for those that have tried and rejected other models of reform.
Funded by the National Science Foundation, Mathematics for Teaching is a joint project of EDC, the Park City Mathematics Institute (PCMI) of the Institute for Advanced Study, and the PROMYS for Teachers program of the Mathematics Department of Boston University.
Mathematics for Teachers provides specialized mathematics curriculum materials for in-service mathematics teachers. Courses are designed by EDC and PROMYS and delivered to the PCMI participants by specially trained secondary teacher-leaders.
Foundations of Algebra focuses on the verbalization and justification of generalizations about the behavior of math operations in elementary-grade classrooms. Such a focus prepares students for algebra at the same time that it supports the development of computational fluency.
The project consists of three stages:
Experienced teacher-writers will produce readable and informative accounts of their work with students as they develop, represent, and justify general claims across a full school year.
The project’s multidisciplinary research and development team has been investigating whether the integration of a specific kind of computational model i.e., simulations into a high school science curriculum, can support students from diverse academic, ethnic, and socio-economic backgrounds in developing computational literacy—a capacity to understand relationships between domain knowledge and the mathematical, algorithmic, and modeling processes that are the building blocks of computational science.
Through the Math and Science Partnership (MSP) Knowledge Management and Dissemination (KMD) project, EDC collects, synthesizes, and shares knowledge from the field of mathematics and science education and MSPs.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
The Enhanced Assessment project is a federally funded 18-month project that supports New England states in their development of large-scale assessments that address the needs of students with disabilities and English-language learners.
Although standards-based reform has increased the rigor and quality of mathematics education, those reforms have not been fully available to students with physical, developmental, sensory, and learning disabilities. One of the reasons for this deficiency is that teachers are not well prepared to implement the reforms with groups of students who have different needs, capabilities, and learning styles.
The Urban District Collaborative, a consortium of EDC, SRI, Bay Area Research Group, Policy Studies Associates, and mathematics directors from nine urban school districts, has built a National Math Directors Network to focus on the collection and use of evidence in shaping district policies on teachers’ instructional practice. The network convenes regular seminars and provides support for district-based research and evaluation.
The National Science Foundation has funded the Pittsburgh Public Schools’ Local Systemic Change (LSC) and Urban Systemic Programs in K–12 mathematics and science. EDC is performing an evaluation of the programs. The evaluation is formative, shaping the work of teachers, teacher leaders, and administrators, and summative, looking at the impact of the work on teaching, learning, and district policies.
The Ford Partnership for Advanced Studies (Ford PAS) program includes an interdisciplinary high school curriculum that challenges students academically while also developing their problem-solving, teamwork, and communication skills.
Facilitator institutes prepare a national group of prospective facilitators to teach two Lenses on Learning courses, which help school and district administrators support standards-based elementary mathematics instruction. Institute topics include elementary mathematics, the nature of standards-based mathematics instruction, what administrators need to know, and how they learn it.
The Zambia QUESTT Project aims to improve the quality of basic education delivery systems and to mitigate the impact of HIV/AIDS on children’s educational experiences (both in and out of government schools). To accomplish these objectives, QUESTT is leading several initiatives to improve teacher practice through the integration of Interactive Radio Instruction (IRI) in government schools and technology-based interventions. These interventions include the use of video and cell phone communication for both in-service and preservice teacher support.
The Columbia Center for New Media Teaching and Learning (CCNMTL) and developmental psychologist Herbert Ginsburg have collaborated on a project that uses video to help teachers look clinically at their early childhood students’ individual learning needs, particularly in mathematics. Through the project, Video Interactions for Teaching and Learning (VITAL), CCNMTL and Dr.
In collaboration with EDC’s Division of Mathematics Learning and Teaching, this project is producing a research-based professional development curriculum focused on geometric thinking in the middle grades. It also creates a framework designed to help teachers better understand geometric thinking and how it develops in learners, a curriculum for professional development in geometry based on this framework, quantitative and qualitative studies of the curriculum’s impact, and research reports disseminating the results of this work.
The WEEA Equity Resource Center was a national center that for 25 years promoted gender-equitable education for all students. The center offered educators and others a range of resources to help make gender equity a reality in the classroom and in educational systems, focusing especially on equity for girls and women who face multiple barriers due to gender and race, ethnic origin, disability, or age. The center’s funding ended in 2003 and select resources and information continue to be available through the achieved Web site.
EDC developed a set of Web-based materials designed to give secondary students a mathematics research experience: working on a hard problem over time, developing their own models, experimenting, conjecturing, proving results, and extending the problem. Mathematicians served as electronic mentors for students and teachers who participated in the project.
EDC uses the Developing Mathematical Ideas professional development curriculum to help school systems build capacity for in-depth professional development in elementary mathematics. The DMI Network conducts summer institutes and maintains an electronic network for teacher educators and teachers who, through an apprenticeship program, wish to become teacher educators.
EDC is collaborating with three universities to study how classroom teachers in grades four through eight can provide access to a rigorous, standards-based curriculum to students with disabilities. Over five years, REACH is developing and studying instructional approaches that support all students as they engage in challenging content learning in language arts (EDC), mathematics (University of Puget Sound), science (University of Michigan), and social studies (University of Delaware). The project has a special focus on the discourse practices that students use in learning rigorous content.
This project developed, field-tested, and disseminated professional development materials for teachers of grades 6 through 12 for use in a variety of settings. Through immersion experiences in algebra, geometry, and probability/statistics, the materials emphasize and integrate mathematical thinking, effective teaching practices, and explicit connections to exemplary curricula.
The K–12 MCC provides a variety of services and products to support school districts around the country as they select and implement standards-based mathematics curricula. Implementation issues considered include transitions across grades K through 12, professional development, and building support for curriculum change. Resources include a series of seminars, print materials, (including a curriculum selection guide), case materials, and a Web site.
EDC has created a searchable, browsable Web site of mathematics problems and problem sequences for students in grades 6 through 12 so that they can develop both conceptual understanding and technical skills. The site supports online discussion of the problems and allows new problems to be added. Research will show how and why teachers use the site and how to design curriculum to meet their needs.
The objective of Boston University’s PROMYS program is to engage high school students and their teachers in rich mathematical explorations. The academic-year component of PROMYS, run by EDC, aims to ensure that teachers who participate in the summer program will transfer its culture of mathematical exploration to their schools.
EDC developed Impact Mathematics, a middle school mathematics curriculum that includes a full year of algebra by the end of grade 8. Based on Access to Algebra, materials developed in Australia, the curriculum is rooted in principles of active learning and includes geometry, statistics, probability, and algebra. A teacher’s guide provides classroom strategies and information about the historical background of the mathematics.