Read about the posteres presented below:

Connected Mathematics4: A Contextualized, Problem-Based Middle Grades Mathematics Curriculum for Students and Teachers 

Authors: Elizabeth Phillips, Glenda Lappan, James Fey, Susan Friel, Yvonne Slanger-Grant, & Alden J. Edson 
CMP Staff: Elizabeth Phillips, Alden J. Edson, Taren Going, Elizabeth Lozen, Sunyoung Park, & Chris Waston 
CMP Graduate Assistants: Ashley Fabry, Ahmad Wachidul Kohar, Sasha Rudow, & Samantha Wald 

For over thirty years the team at Michigan State University has been designing, field-testing, and evaluating four revisions of the Connected Mathematics Project’s curriculum, Connected Mathematics. CMP4 is a contextualized, problem-based mathematics curriculum. Important mathematical ideas are identified and embedded in a sequence of contextual problems. This poster reports on the design features, development, field testing, professional learning, and feedback from over 500 teachers and their students. 

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Enhancing the Teacher-Curriculum Relationship in Problem-Based Mathematics Classrooms by Connecting Teacher and Student Digital Collaborative Environments  

 PIs: Elizabeth Phillips, Alden J. Edson, Kristen Bieda, Chad Dorsey, Nathan Kimball 
Research Team: Ashley Fabry, Taren Going, Ahmad Wachidul Kohar, Sunyoung Park, Sasha Rudow, and Samantha Wald 

The project is extending a digital collaborative platform for networks of teachers to create, use, and share resources for planning, teaching, and reflecting. The resources online include problem-based curriculum, classroom artifacts from students, and resources created by teachers. This poster reports on our research efforts to examine the extent to which teachers and students use the digital collaborative platform as a resource during the whole-class summary discussions. 

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Using Problem-Based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over Time  

 PIs: Elizabeth Phillips, Alden J. Edson, Kristen Bieda, Chad Dorsey, Nathan Kimball 
Research Team: Ashley Fabry, Taren Going, Ahmad Wachidul Kohar, and Sunyoung Park 

The project aims to understand how engagement in learning proportional reasoning is enhanced by a digital collaborative platform with an embedded problem-based curriculum and a digital mathematics notebook. This poster reports on our research efforts to use artificial intelligence/machine learning techniques to provide teachers with (1) real-time information on evidence of students’ mathematical thinking, (2) interactive features for using evidence of students’ thinking during whole-group summary discussions, and (3) artificial intelligence suggestions of student thinking.