This project has two overall goals: (1) to create a new instructional approach that middle school science teachers can use to teach the engineering design process; and (2) to learn more about how middle school students propose, support, critique and revise design solutions.
This project seeks to identify teaching practices that can be linked to students’ early algebra learning in grades three, four and five. In particular, the goal of the project is to use assessment data and videos of classroom teaching in order to identify profiles of instructional practice that are associated with greater student performance in early algebra.
The purpose of this project is to extend our earlier work (see LEAP 1, LEAP 2, and LEAP 3) and develop and test the promise of a Grades K–2 Early Algebra Learning Progression to build young children’s algebraic thinking.
The focus of this project is to design a curricular framework for developing children’s algebraic thinking across Grades K-2, with a particular focus on understanding how to support the teaching and learning of algebra with students in at-risk populations.