Mathematics

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.

CCT is implementing and evaluating an early childhood mathematics curriculum, Big Math for Little Kids, in child care centers throughout New York City. The curriculum is designed to engage children ages four and five in learning key early learning mathematics concepts. CCT provides teachers training in the use of Big Math for Little Kids and is conducting a two-year experiment comparing the curriculum’s impact on early mathematics skills acquisition to that of the traditional curriculum, Creative Curriculum.

In partnership with Horizon Research, Inc., EDC collects, synthesizes, and shares knowledge from the field of mathematics and science education and from the National Science Foundation-funded Math and Science Partnerships (MSP). The topics of interest include deepening teacher content knowledge, developing and deploying teacher leaders, and supporting new teachers.

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 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.

CLLC is working with New York City’s central mathematics office to develop what is being called a “Student Work Toolkit.” This toolkit will help Regional Instructional Specialists support coaches in their efforts to influence the practice of teachers.

A small team from CLLC is working with the Winchendon (Mass.) superintendent and his leadership team to engage in long-term strategic planning, program coordination, and action planning for 2005–2007. The project is focusing on the areas of leadership development, design, and implementation; mathematics curriculum implementation; and English/Language Arts curriculum selection and implementation.