As TERC continues to grow, we want our brand to reflect what we believe in and why we exist. We’re excited to share these brand updates and explain why we made them.
You’ve probably noticed that TERC’s website and materials have a new look. We’ve recently updated our logo, typeface, tagline, and imagery. We’re still the same TERC you know and love, but with an updated brand that reflects our belief in the power of STEM education to move the world forward. » Read more
BY SCOTT PATTISON, SMIRLA RAMOS-MONTAÑEZ, GINA SVAROVSKY, CYNTHIA SMITH, VERÓNIKA NÚÑEZ, ANNIE DOUGLASS
Supporting engineering interest development in early childhood for low-income families. In the United States, there are large and persistent disparities across communities in the available opportunities for children and their families to access quality STEM learning experiences.
BY MARLENE KLIMAN
Picture books as a vehicle for expanding views of math and who can do it. The Storytelling Math project is working to change the landscape of math picture books. With our partner Charlesbridge Publishing, we are producing a dozen English and Spanish books.
BY FOLASHADE CROMWELL SOLOMON, TRACEY WRIGHT, MARIAH STEELE, AND DIONNE CHAMPION
While a number of scholars suggest that dance represents an important type of embodied cognition, the notion of dance as a site for learning is under-explored. Embodied Physics constructed a physics course for high school students from two Boston-based dance schools.
BY JUDY VESEL & TARA ROBILLARD
The glossary apps are six venue-specific signing glossaries that were researched and developed for deaf and hard of hearing individuals, age 5 and above, who visit informal learning venues. The glossaries enhance access to aquariums, botanical gardens, natural history museums, nature centers, science museums, and zoos for family visitors having at least one member who is deaf or hard of hearing and uses American Sign Language (ASL) for communication.
As schools prepare the next generations of scientists, logically we should be seeing a seismic shift toward teaching data science in STEM classrooms. Yet this is not happening, as data science doesn’t fit clearly into the disciplines around which the curriculum is currently organized.
The word “disability” suggests that someone is unable to learn or cannot learn the same material as other students. In reality, students with an LD diagnosis can learn; they just do so in ways that are different from the mainstream. The fact is, every person learns differently, depending on the subject, the way the material is presented, their personal experiences, and many other variables.
The Investigations Center for Curriculum and Professional Development at TERC, home to the Investigations curriculum, provides a variety of professional development resources and workshops for teachers, coaches, and administrators, with an eye towards supporting math teaching and learning, using technology as a tool to reach our diverse audience.
Can you remember the moment that sparked your interest in math or science? The National Science Foundation posted this question on Twitter to draw peoples’ attention to the power of STEM education.
Since joining TERC in 1990, Sue Doubler has developed a rich and diverse body of work centered primarily on elementary school science teaching and learning, and on ways that technology can support teachers and students. As her most recent project, “Empowering Teachers Through VideoReView,” is winding down, we took the opportunity to talk with Sue about her work and time at TERC.