How are teachers using Math Mapper in the virtual setting?

Team News
"During this virtual learning, I give work to my students every three days and in some cases, it may be within 2 days. There is a list of work to be done and the students would complete in order of how I write it. The "practice" I give them for SUDDS is giving them a chance to "practice" the skills and concepts we are doing at the time.  I haven't given any of the "tests" since we've been home because I would rather have them "practice" at different levels and bring the attention to the class when we have our Zoom meetings. Sometimes I'll give a time of 20 minutes and other times-no time limit.  I tell them that the questions are challenging, so it will make them better at problem solving. …
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SUDDS responds to schools closures with Free access to Math Mapper

Team News
The SUDDS team revised Math Mapper so that students, teachers, and parents around the world can access Math Mapper's top quality, research-based assessments and practice problems during the COVID-19 related school closures. The move was approved by NC State's IRB and promoted by the College of Education, Global Business Coalition for Education (look under E-Learning Platforms), the NSF's CADRE site, and other social media platforms. To gain free access to Math Mapper 6-8, simply click on the Free Practice Log In https://www.sudds.co/
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SUDDS postdoc Meetal Shah presents at AMTE annual meeting in Phoenix, AZ

Articles, Presentations, Team News
Meetal Shah provided an overview of the Math Mapper 101 Professional Development program and discussed the challenges of using learning trajectory-aligned assessments and how the team has addressed these challenges through a phased implementation model for sites, a district-wide shared focus on data with MM's administrator reports, LT Rationales, and intensive content-focused PD workshops (we call them bootcamps!)
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Freehold 6th and 7th grade PLC teams participate in Ratio Bootcamp!

Articles, Presentations, Team News
This November, Dr. Jere Confrey and Dr. Meetal Shah conducted a full-day Ratio Bootcamp with our partners in Freehold Township School District. Teachers spent the day dissecting the Learning Trajectories within the construct Finding Key Ratio Relationships. They worked together to think deeply about how students learn these concepts and where they have misconceptions, and studied research-based approaches to teach this crucial middle school math topic.  Here is some of the teachers’ amazing feedback: I enjoyed seeing all the different ways of using the data and incorporating SUDDS/Learning Trajectories into the classroom. I enjoyed the information on Ratios!Learning the trajectories and the vocabulary used in younger grades helps me to make a connection for my students.It was good to go over different problems and look at them in different ways.Was…
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SUDDS Team presents as NCME Special Conference on Classroom Assessment at CU Boulder, CO

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At NCME’s special conference on classroom assessment in Boulder, CO, on September 18-19, 2019, we had the honor of co-presenting this amazing work alongside our esteemed partners (from left to right in the picture above):  Dr. Jere Confrey (moderator) - Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University and Director of SUDDS.Dr. Derek Briggs (discussant) - Professor and chair of the Research and Evaluation Methodology program at the University of Colorado BoulderDr. Norm Alerta - Director of Assessment & Evaluation at Cherry Creek SchoolsMs. Janice Noll - 8th Grade Math Teacher and Coordinator, Infinity Middle SchoolDr. Meetal Shah - Associate Director of SUDDS at North Carolina State University. Session Title: “Teacher, Assessment Director, and Researcher Perspectives on Implementing a Classroom Assessment Tool based on LTs”…
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Prof. Confrey presents opening plenary at MERGA 42, Perth, Australia

Presentations, Team News
Prof. Confrey was invited to present the opening plenary at the Mathematics Education Research Group of Australasia's (MERGA) 42nd annual conference in Perth, Australia. Conference proceedings are available here. The paper reports on 3 years of design, implementation, and validation of Math-Mapper 6-8, a learning based-based DLS as a model to scale LTs. It leverages Lehrer’s (2013) notion of a “trading zone” to describe how a learning trajectory based DLS requires a system of continuous trading among learning scientists, practitioners, and psychometricians. The concept was illustrated using single case of an evolving LT whose focus is on Qualitative Graphing.
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SUDDS at the 2019 Annual Conference for the National Council of Supervisors of Mathematics (NCSM) and 2019 American Educational Research Association (AERA) Annual Meeting

Presentations, Team News
NCSM April 1, 2019: Engaging Students as Partners in Personalized Learning based on Learning Trajectories Drs. Confrey, Shah, and Persson presented at the NCSM conference in San Diego, CA in April, 2019. Their talks focused on leveraging learning trajectory-based classroom assessment data to engage students as partners in personalized learning and drive data discussions at PLC meetings. AERA 2019: Working at Scale to Conduct Ongoing Validation of Learning Trajectory-Based Classroom Assessments for Middle Grade Mathematics Drs. Confrey, Toutkoushian, and Shah presented the results from the first round of validation work in a symposium at the AERA annual meeting. The symposium "Validating Theories of Learning for Classroom Assessment Design: Sources of Evidence" showcased how qualitative and quantitative methods that can be used to empirically evaluate the sufficiency and accuracy of the…
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STEM Entrepreneurship Competitions

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Are you an innovator? Do you like using science, technology, engineering, and mathematics (STEM) to invent solutions to messy problems? If so, the SUDDS team needs your help! Who: We’re looking for middle graders to help us test a new type of activity that we’re calling STEM entrepreneurial challenges. Students will use math in solving these challenges, but there is no prerequisite knowledge required to participate in the challenge. All who are excited about using STEM to solve real and messy problems are welcome! What: STEM entrepreneurial challenges encourage students to use their knowledge of STEM to invent solutions to pressing issues. What makes these challenges different from other STEM challenges is that we want students to think like entrepreneurs, including developing business plans, because without money, even the best…
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