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
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.
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).
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.
We are thrilled to participate in the 2018 STEM for All Video Showcase this year, joining over 200 federally-funded STEM education research projects in a dynamic online exchange of ideas. The best part is, you’re invited! During the weeklong event, researchers, practitioners, policy makers, and members of the public are invited to view the short videos, discuss them with the presenters online, and vote for their favorites. Starting today, we will be engaging with viewers all over the world who comment on our short video about our work. So, if you are curious about what we do and want to know more, head over to our page and ask us a question. Talk to you soon!
What We’ve Been Up To We’re at NCSM and NCTM this week! If you’re at the conferences in Washington, DC this week, come find us to learn more about our work. Presented at AERA. Last week, Dr. Confrey and Emily Toutkoushian presented on their validation work at the AERA annual meeting in New York City. Their presentation was part of a symposium on argument-based validation approaches in mathematics education. Learning trajectories paper among most-cited. A paper that Dr. Confrey co-authored with Dr. Gemma Mojica and Dr. P. Holt Wilson, “Learning trajectories in teacher education: Supporting teachers' understandings of students' mathematical thinking” was listed among the most-cited articles from the Journal of Mathematical Behavior. View the full list >> Resources for teaching percents are now available. We compiled a list of…
In October and November 2017, we conducted a design study on percents with our seventh-grade student and teacher partners at Highland Middle School in Harnett County, NC. Following the study, we analyzed the data we collected, which took the form of assessment results, student work, and classroom observations, to refine our learning trajectories on percent and improve the curriculum we developed. However, many of our findings were broadly applicable to teachers everywhere. General Instructional Suggestions With any curriculum, it can be very valuable to look through the materials as a grade-level team and think through the goals of the lessons. The “Thinking Through a Lesson Protocol” (Smith & Bill 2004; Hughes & Smith 2004) can be a valuable tool for this, but the important thing is to recognize the goals…