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Funder: National Science Foundation (Grant No. )

Corey Clark, Ph.D., Leanne Ketterlin Geller, Ph.D., and Eric Larson, Ph.D. were awarded a $1.5 million four-year grant to research teaching computer science and computational thinking via Minecraft. The STEM+C project will assist in creating a more stable, ethical, and inclusive data science workforce by broadening the interest in data science to a more diverse population of students.

Funder: National Science Foundation (Grant No. )

This project will develop and evaluate the validity of universal screening assessment tools for Grades K-2 focused on two foundational and predictive early mathematics constructs, numeric relational reasoning and spatial reasoning. The primary goal of the Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR) within the Measures of Mathematical Reasoning Skills system is to help teachers determine students who are at-risk for difficulty in these constructs so that they can provide early intervention and prevent later difficulties.

Funder: U.S. Department of Education Office of Special Education Programs (Tech. Assist. and Dissem. to Improve Services and Results for Children with Disabilities)

The long-term goal of this model demonstration is to contribute empirical evidence on the effectiveness of a system of instructional practices for supporting the algebra-readiness of middle school students with specific learning disabilities in mathematics. In this project, data-based individualization (DBI) serves as the overarching approach for addressing individual student’s needs when learning algebra by (1) identifying students’ misconceptions and errors in key algebraic concepts, (2) using evidence-based elements of explicit and systematic instruction to support students’ learning, and (3) integrating principles of culturally responsive assessment and instruction. School-based educators will develop capacity to implement these practices through professional development and coaching.

Funder: The STEM Academy for Science Teachers & Leaders was generously funded through a lead gift from the Texas Instruments Foundation.

Through the generosity of the Texas Instruments Foundation and a committed partnership between Dallas ISD and ÕýÆ·À¶µ¼º½, Dallas middle school teachers and administrators had the opportunity to participate in the STEM Academy for Science Teachers & Leaders. Participating teachers and leaders advanced their careers, became leaders in STEM integration, and contributed to developing the next generation of STEM professionals in the classroom. The STEM Academy was a four-year project, designed as a systems-level initiative focused at the school and science department level.

Funder: Imagination Station, Inc. (Istation)

The Algebra 1 Universal Screener allows teachers to identify students at-risk for not meeting curricular expectations. The assessments are intended to be administered in the fall, winter, and spring, and results can guide teachers' instructional decisions. ARPM was developed to support teachers as they monitor their students' progress of algebra readiness knowledge and skills in Grades 6-8 within a Response to Intervention framework.

Funder: Imagination Station, Inc. (Istation)

The purpose of the Validity Studies is to gather evidence about the appropriateness of ISIP Spanish Assessments for Grades PK-5. Evidence collected aligns with the Technical Standards as specified on the National Center for Response to Intervention (NC-RTI) tools chart for universal screeners and the National Center on Intensive Intervention (NCII) tools chart for progress monitoring tools.

Funder: Inter-American Development Bank and Jamaican Ministry of Education

The Parent Math Training Pilot (PMTP) in Jamaica is a pilot program targeting parents in low-income communities in Jamaica to support their foundational mathematics knowledge by providing them with evidence-based learning materials. The intent of the project is to increase the number and quality of parents' mathematical interactions with their children at home.

Funder: Institute of Education Sciences (IES)

RME partnered with the University of Oregon on a strategic intervention on rational numbers in the middle school grades. The team developed 100 lessons delivered to small groups of students needing moderate to intensive intervention. This project is currently being pilot tested to examine the potential promise of increasing student achievement.

RME partnered with the Texas Education Agency and Education Service Center XIII to revise and update the state's guidance document on Response to Intervention (RtI), innovatively delivered via a mobile app and website.

Funder: Imagination Station, Inc. (Istation)

This project developed 10 item banks for the ISIP Math assessment system that includes both a universal screener and inventory assessment to identify and then support students struggling in mathematics in pre-kindergarten through eighth grade. The system can track student performance and provide teachers with valuable data to inform instructional planning decisions.

Funder: ESC XIII

RME’s work with the Texas Education Agency (TEA) began in 2010 with the state's algebra readiness initiative for an assessment system aimed at identifying and supporting students at risk of not being ready for algebra in grades 2-8. The universal screeners and diagnostic assessments help teachers identify why students are struggling in key algebra-readiness content areas.

Funder: Imagination Station, Inc. (Istation)

The purpose of the Validity Studies is to gather evidence about the appropriateness of ISIP Math for making screening decisions for students in K-Grade 8. Evidence collected aligns to the Technical Standards as specified on the Center on Response to Intervention tools chart.

Research in Mathematics Education hosted an annual Research-to-Practice conference between 2012-2019. The purpose of the conference was to synthesize the latest education policy and present practical solutions for K-12 mathematics educators.