探索我们的研究

资助者:你.S. 教育部 Office of 特殊教育 Programs (格兰特没有. H325D210061)

There are few special education programs at institutions of higher education (IHEs) that focus on preparing teachers and researchers to support positive outcomes for students with disabilities in mathematics. 这个为期五年的项目获得了3美元的拨款.6 million to fill this gap by developing 12 scholars into researchers who are prepared to aid the learning of students who experience learning disabilities in mathematics. 

资助:美国国家科学基金会 (格兰特没有. drl - 1721100)

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 数学ematical 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.

资助单位:教育科学研究院 (格兰特没有. R324A230007)

The purpose of the project is to expand the growing but limited body of research on effective middle school interventions targeting foundational fractions content needed to ensure access to advanced mathematics including Algebra. This project is an efficacy study of Promoting Algebra Readiness (票面价值), a mathematics intervention focused on properties and operations with whole and rational numbers to support the mathematics learning of 6th grade students who are identified as students with or at-risk for mathematics difficulties.

资助者:你.S. 教育部 Office of Education Innovation and 研究 (格兰特没有. S411B210032)

Project 规模 will examine the effectiveness of Fraction Face-Off (FFO), a math intervention with moderate evidence (as determined by the What Works Clearinghouse). We conduct randomized controlled trials with diverse student populations and settings to determine the extent to which FFO improves fraction knowledge and if improved math outcomes of students experiencing mathematics difficulty (MD) can be replicated.

资助者:你.S. 教育部, 教育科学研究所, under the 研究 to Accelerate Pandemic Recovery in 特殊教育 (格兰特没有. R324X220102)

step2项目的目的.0 is to support middle school students with mathematics disabilities in overcoming foundational gaps (pandemic recovery) by training special education teachers on Data Based Individualization (DBI). 我们的团队发展教师的数学知识, DBI的使用, and algebraic readiness through twenty weeks of virtual or face-to-face coaching.

资助者: 国家科学基金会 (格兰特没有. drl - 1933848)

科里·克拉克博士.D.Leanne Ketterlin Geller博士.D.埃里克·拉尔森博士.D. 被奖励1美元.5 million four-year grant to research teaching computer science and computational thinking via Minecraft. The 阀杆+C project will assist in creating a more stable, 道德, and inclusive data science workforce by broadening the interest in data science to a more diverse population of students.