CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse, $672,846.00. Jessica Pierson Bishop, Principal Investigator. Faculty Early Career Development [CAREER] Program, National Science Foundation, DRL-1649979, 05/2012 - current.
This grant focuses on mathematics classroom discourse in Grades 5–7 classrooms to identify constructs related to productive mathematics discourse (e.g., constructs include responsiveness to students’ mathematical thinking or the connectedness of classroom discourse). The ultimate goal is to help refine current discourse-intense theories of teaching and learning. We are currently working in 20 classrooms to describe whether and how discourse varies across grade level, curricular topic, and teachers, with a goal of developing meaningful metrics that effectively measure specific discursive constructs.
CAREER: Mathematical Instruction for English Language Learners (MI-ELL), $679,000. Alejandra Sorto, Principal Investigator. Faculty Early Career Development [CAREER] Program, National Science Foundation,DRL-1055067, 07/2011 – current.
The main research goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, academic language proficiency in English and Spanish, and the mathematical quality of instruction (MQI) in middle grade classrooms. The main educational goal is to develop professional development and instructional activities for pre-service and in-service teachers of ELL that are research-based and focus on the mathematics needed to teach ELL efficiently. Results of the research study, in particular the classroom practices analyses, will be used to revise and improve the materials to produce a model for professional development and teacher education.
Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach, $2,488,354.00. Kate Melhuish, Co-Principal Investigator. Discovery Research K-12 (DRK-12), National Science Foundation DRL-1223074, 2012-current.
The Enhancing Mathematics Teaching and Learning in Urban Elementary Schools project is working with all teachers in grades three through five mid-sized urban school district in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development. The model requires professional development to occur at the school level involving both teachers and principals. The PD is integrated with instruction. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction. Partners in the project include Teachers Development Group, Portland State University, Texas State University, and Horizon Research. We are using a cluster-randomized research design to examine the efficacy of their model. We are using observational measures to identify successful teaching practices as well as student discourse patterns. We are also studying the fidelity of implementation of the model and are looking for specific variables that may be particularly helpful for students who have not been successful in learning mathematics.
Dynamic Geometry in Classrooms, $2,090,450. Zhonghong Jiang, Principal Investigator. Discovery Research K-12 (DRK-12), National Science Foundation DRL-0918744, 2009-2016
The project is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software and supporting instructional materials to supplement ordinary instructional practices. It compares effects of that intervention with standard instruction that does not make use of computer drawing tools. The basic hypothesis of the study is that use of DG software to engage students in constructing mathematical ideas through experimentation, observation, data recording, conjecturing, conjecture testing, and proof results in better geometry learning for most students. The study tests that hypothesis by assessing student learning in 76 classrooms randomly assigned to treatment and control groups. Student learning is assessed by a geometry standardized test, a conjecturing-proving test, and a measure of student beliefs about the nature of geometry and mathematics in general. Teachers in both treatment and control groups receive relevant professional development, and they are provided with supplementary resource materials for teaching geometry. Fidelity of implementation for the experimental treatment is monitored carefully. Data for answering the several research questions of the study are analyzed by appropriate HLM methods. Results will provide strong evidence about the effectiveness of DG approach in high school teaching, evidence that can inform school decisions about innovation in that core high school mathematics course.
Project Z: Mapping Developmental Trajectories of Students' Conceptions of Integers, $1,684,316.00. Jessica Pierson Bishop, Co-Principal Investigator. Discovery Research K-12 (DRK-12), National Science Foundation, DRL-091870, 2009 - 2014.
In this grant, my SDSU colleagues, Lisa Lamb and Randy Philipp, and I studied K–12 students’ conceptions of integers and integer arithmetic. Students’ understanding of integers and integer operations is an area within mathematics education wherein relatively little is known; yet, sound conceptual understanding of integers is a crucial aspect for learning algebra. Based on the analysis of over 250 problem-solving interviews, we developed a framework of problem types and ways of reasoning to describe K–12 students’ conceptions of integers and how those conceptions change over time. By adding to a sparse body of research on an important developmental topic, this project is positioned to make a significant contribution. To date, 14 manuscripts from the larger study have been published or accepted for publication in peer-reviewed journals in mathematics education.