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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SUDDS Presentation at PME-NA 2018, Greenville, SC

Presentations, Team News
Michael Belcher is presenting a talk at 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) in Greenville, South Carolina on November 18, 2018. His talk focuses on the ratio learning trajectories in Math Mapper. He will report on how a design-based implementation research (DBIR) study at one of our partner schools supported the development of a new framework for curriculum enactment, the “agile curriculum framework,” and will explore how such a framework can productively blur lines among curriculum designer, user, and researcher. When: Sun, November 18 8:30am to 9:10am Curriculum and Related Factors Brief Research Reports Where: Hyatt Regency, Studio 220 @ NOMA A
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SUDDS Team presents at the NCCTM 2018 Annual Conference in Greensboro, NC

Presentations, Team News
Meetal Shah and Michael Belcher presented four talks at the North Carolina Council of Teachers of Mathematics (NCCTM) in Greensboro, NC on November 1-2. Mike's first presentation discussed the top ten misconceptions based on an analysis of over 45000 diagnostics assessments of students’ progress along learning trajectories. He also presented a learning trajectory-analysis of Open Up and Big Ideas curricula for middle grades ratio and percents topics. Meetal presented the implications of teaching geometric similarity based on the qualitative data gathered for her dissertation study. She also shared productive ways of engaging students in discussions of data, with examples from actual classrooms at our partner sites.
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Presenting at the 2nd Annual NCME Special Conference on Classroom Assessments

Presentations, Team News
Jere Confrey, Meetal Shah, and Emily Toutkoushian presented four talks at the NCME Special Conference on Classroom Assessment held at the University of Kansas at Lawrence from October 8-10. Jere led a panel discussion on "Why Purpose and Grain-Size Matters in the Design of Learning Trajectories/Progressions- -Based Classroom Assessment". Meetal presented the results from her dissertation study centered around the assessments in Math Mapper that measure geometric similarity. Emily and Jere presented validation results for classroom assessments from contrasting learning trajectories within Math Mapper. Jere was also part of invited panel discussion with other researchers who have developed or used organized learning models (learning progressions or learning maps). 
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Informing Global Leaders in Education at the OECD

Presentations, Team News
Dr. Jere Confrey addressed an Organization for Economic Cooperation and Development (OECD) meeting in Paris on September 12, 2018. She discussed the purposes and uses of learning trajectories and their potential for contributing to the OECD Learning Framework and the Draft Mathematics Competencies Framework 2030. She is currently in the process of writing a review of the literature on learning trajectories for the OECD.
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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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