Middle Grades Students’ Interpretations Of Addition Of Fractions Using An Interactive Number Line

Presentations
Meetal Shah, our research assistant, presented at the NCSU Graduate Student Research Symposium on March 23. The presentation summarized Meetal’s study that investigated how middle grades students solved problems that involved the addition and subtraction of fractional magnitudes using an interactive number line (NL) and coordinated the context and the features of the digital tool in doing so. See a PDF of the poster presentation. [embed]https://www.youtube.com/embed/32n2Xv6eeyA[/embed]
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Learning Progressions and the Common Core State Standards in Mathematics

Presentations
Dr. Jere Confrey is one of the Plenary speakers for the 2016 Chicago Symposium Series, Excellence in Teaching Mathematics and Science: Research and Practice. She will present a talk on the research foundations of the learning progressions which underlie the Common Core State Standards for Mathematics. The talk, Learning Progressions and the Common Core State Standards in Mathematics, will be held on Saturday, March 19 at Loyola University Chicago
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Use of Learning Maps in Assessment Development

Presentations
Garron Gianopulos will share his experience building and calibrating diagnostic assessments for SUDDS as part the talk, Use of Learning Maps in Diagnostic Assessment Development. He will be presenting with Neal Kingston, Angela Broaddus, and Zohan Popovic. In addition to the SUDDS work, two other projects will be discussed, one from the University of Kansas, and one from the University of Washington. The talk will be held on Monday, March 21 at 11:45 AM.
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Using Learning Maps and Diagnostic Assessments to Scaffold Digital Learning

Presentations
Dr. Jere Confrey is speaking at the Learning Sciences Research Institute on Friday, March 18 at 1:00 PM. She will present a talk on the idea of a Digital Learning System. The talk, Using Learning Maps and Diagnostic Assessments to Scaffold Digital Learning, will describe the development of a DLS and its relation to a design study in which sixth-grade students explored variability.
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