Graduate Assistants Present Research at the Annual CREATE Mini-Conference
Realease Date: May 7, 2019
The annual CREATE for STEM Mini-Conference was held on Monday, May 6, 2019. CMP Graduate Assistants participated in the event by creating posters based on research done with the CMP design research project.
NSF EHR CORE Research Grant
The Promoting Productive Disciplinary Engagement and Learning with Open Problems and 'Just-In-Time' Supports for Middle School Mathematics Project focuses on how students collaboratively explore problems and make sense of the mathematics problems by developing and testing “just-in-time” supports that help students increase access to and maintain the challenge of mathematics problems.
NSF DRK12 Research Grant
The Enhancing Students’ Capacity to Develop and Communicate Their Understanding Using Digital Inscriptional Resources Project focuses on how to support students in what they write or draw in collaborative settings and on how to track conceptual growth of big mathematical ideas over time.
The purpose of the conference is to fuel discussions about efforts to improve K-16 teaching and learning STEM. It allows researchers and collaborators to share challenges and generate new ideas.
Connected Mathematics Project STEM Problem-Based Format
Authors: Kathryn Appenzeller-Knowles, Chuck Fessler, Rileigh Luczak, Sunyoung Park, Elizabeth Phillips, AJ Edson, and Yvonne Slanger-Grant.
In CMP, the class discussions attend to three important features of the mathematical goal: a discussion of student strategies, the embedded mathematics in the problem, and how this new information is connected to prior learning. With the new Problem format in CMP4, we reconceptualize the "Launch-Explore-Summarize" structure seen in CMP3 as: Initial Challenge (contextualize the problem situation), What If...? (unpack the embedded mathematics of the problem), and Now What Do You Know? (connecting learning to prior knowledge and consider payoffs).
An Analytic Framework for Productive Disciplinary Engagement in Mathematics
Authors: Taren Going, Merve N. Kursav, David Bowers, Amit Sharma, Kristen Bieda, Alden J. Edson, Elizabeth Phillips,Yvonne Slanger-Grant, and Joseph Krajcik
Productive disciplinary engagement (PDE; Engle & Conant, 2002) describes classroom situations where students publicly engage in disciplinary practices, which can lead to deep conceptual learning of mathematics. The framework attends to four principles of productive discourse that foster students’ engagement in disciplinary practices, namely problematizing, authority, accountability and resources. Existing work on theorizing PDE has dominantly focused on identifying how teachers and classroom environment can allow for PDE to develop. There has been less focus on how students engage productively in mathematics. We have taken the charge of moving this research forward. This poster presents a new framework of criteria to determine how students’ behavior in classroom episodes reflects each of the four principles. This framework was developed by attending to student work in a problem-centered mathematics curriculum with significant technological enhancements for collaboration. We also discuss implications for how such collaborative digital work might enhance PDE.
Social Meaning-Making: Making sense of Inscriptional Construction Practices
Authors: David M. Bowers, Amit Sharma, Alden J. Edson
Roth and McGinn (1998) advance a theory of inscriptions as social practice based on the work of Latour. The term inscription refers to external representations of thinking that exist in material form and "take their characteristic shape and meaning from the contexts, purposes, and functions of their use (Roth & McGinn, 1998, pp. 37-38). Some existing work recognizes and/or operationalizes various inscriptional construction practices. However, these practices are scattered ad-hoc across the literature. As a part a four-year design research study that explores student learning and engagement with digital technologies, we advance an analytic framework to capture middle grades students’ inscriptional construction practices in collaborative settings. Our work is guided by the following questions: (1) What inscriptional construction practices have been noted in the extant literature, (2) are we observing any practices that have not been previously noted in the literature, and (3) how can we synthesize these practices into an actionable coding scheme for capturing inscriptional practices in a middle grades mathematics classroom.
For more information, please visit the CREATE Mini-Conference website.