TERC Presents: Spring 2011 Conferences

February 1, 2011

TERC researchers, curriculum developers, and professional development specialists are giving presentations and workshop sessions at several conferences this spring and summer. Look for them at the following events:

Learning and the Brain Conference

“It Takes a Virtual Village: Computational Agency Development Among Marginalized Youth”
Thursday, February 17, 2011 
San Francisco, CA

Presenter(s): Sneha Veeragoudar Harrell (TERC: Cambridge, MA)

Learning Disabilities Association of American Annual Conference

“Supporting Students to Develop Learning Behaviors in Mathematics Class”
Thursday, February 24, 2011
Jacksonville, FL | Hyatt Jacksonville

Presenter(s): Judy Storeygard (TERC: Cambridge, MA)

In order to support students who struggle with mathematics to think of themselves as capable learners, it is important for teachers to keep track of students progress in developing learning behaviors. In this session we will introduce and describe the use of an assessment tool, the Learning Behavior Observation Record.

2011 Annual Meeting of the Eastern Sociological Society

”Unraveling the Double Bind: Narratives of Women of Color in STEM” 
Friday, February 25, 2011
Philadelphia, PA | Sheraton Society Hill

Presenter(s): Maria (Mia) T. Ong (TERC: Cambridge, MA), Lily T. Ko (TERC: Cambridge, MA), Carol A. Wright (TERC: Cambridge, MA), Apriel K. Hodari (CNA), Irene A. Liefshitz (Harvard University)

Improving recruitment and retention in science, technology, engineering, and mathematics (STEM) is a critical challenge for maintaining the country’s national security, economic competitiveness, and quality of life for its citizens. Women of color—women from African American, Asian American, Latina, and Native American groups—are widely considered to be an untapped source of domestic talent that could fill the country’s scientific workforce needs. Unfortunately, little is known about what attracts and retains them in STEM. Our research aims to identify individual and institutional strategies that enable women of color to achieve higher levels of advancement in STEM academia and professions.

Drawing from a larger NSF project, we present findings based on analyzed transcripts of interviews with twelve women of color at postsecondary and early-career levels in physics, astronomy, computer science, and engineering. By applying the theoretical frame of interactional theory and methods of narrative analysis, our study contributes a critical analysis of how the intersection of gender and race affects achievement in STEM. This paper explores five major elements that contribute to their persistence: supportive networks, strong academic resources, rich lives outside of science, flexible schedules, passion for science, and a need to prove themselves. Other factors include: outreach, location, being true to themselves, working in all-female environments, living as activists, and developing a love for science at a young age. Our research will add to the knowledge base about strategies for retaining women of color in STEM and could influence public policies that address equity in education and work.

2011 NSTA Annual Conference and Exposition

“PDI-1: Using Mathematical Representations to Talk About, Model, and Explain Scientific Phenomena”
Wednesday, March 9, 2011, 8:30-4:00 p.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena 1

Presenter(s): Sally Crissman (TERC: Cambridge, MA), Sue Doubler (TERC: Cambridge, MA)

Learn strategies for working with data to deepen all students’ scientific understanding, habits of mind, and ability to reason critically and flexibly.

TERC Pathway Session: “From Cells to Sea Ice: Analyzing Data from Digital Images”
Thursday, March 10, 2011, 8:00-10:00 a.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Nick Haddad (TERC: Cambridge, MA)

Expand the possibilities for inquiry and data analysis using the freely available ImageJ software to analyze digital images. Laptop computers recommended.

TERC Pathway Session: “Providing Access to Science for Students with Learning Disabilities”
Thursday, March 10, 2011, 12:30-2:30 p.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Gillian Puttick (TERC: Cambridge, MA), Karen Mutch-Jones (TERC: Cambridge, MA)

Content enhancements that focus on linking big ideas in science can help students with learning disabilities. Learn how to design your own.

TERC Pathway Session: “Didn’t We Do Graphs Like That in Math?”
Thursday, March 10, 2011, 3:30-5:30 p.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Karen Economopoulos (TERC: Cambridge, MA)

Discover strategies for synchronizing data literacy teaching in math and science and helping connect and synthesize learning about data in these content areas.

TERC Pathway Session: “Using Computer Tools to Visualize and Analyze Data”
Friday, March 11, 2011, 8:00-10:00 a.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Andee Rubin (TERC: Cambridge, MA)

How can a well-designed tool enhance data analysis? Learn how to use TinkerPlots to explore data sets and consider trade-offs between analysis with and without a computer.

Informal Science Day Session: “Girls Energy Conservation Corps(GECCo)—What Impact Can Girl Scouts Make on Climate Change?”
Friday, March 11, 2011, 10:00-11:00 a.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 9/Group 4

Presenter(s): Gillian Puttick (TERC: Cambridge, MA), Teon Edwards (TERC: Cambridge, MA), Meaghan Donovan (TERC: Cambridge, MA)

Help spread the word about energy conservation and climate change. The GECCo program for girls ages 8–13 uses conservation psychology and behavior change models to help them connect the dots between energy use and climate change.

TERC Pathway Session: “Making Science Spatial”
Friday, March 11, 2011, 12:30-2:30 p.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Bob Coulter (Missouri Botanical Garden: St. Louis, MO)

Make science more interesting by adding a geographic lens. Learn how to include geospatial data in investigations and a range of data tools.

TERC Pathway Session: “Listen to the Data”
Friday, March 11, 2011, 3:30-5:00 p.m. 
San Francisco, CA | Marriott San Francisco Marquis, Yerba Buena Salon 1

Presenter(s): Monica Chrambach (Shady Hill School: Cambridge, MA)

In the nexus of art and science, there's rich ground for data representation. Use innovative alternatives to conventional graphing to explore the meaning of data.

EXHIBITOR WORKSHOP: New Astronomy Textbook Written Specifically for High School Students
Saturday, March 12, 2011, 3:30-4:30 p.m. 
San Francisco, CA | Moscone Center, 307

Presenter(s): It’s About Time

Developed by the educators and researchers at TERC, Investigating Astronomy is the first comprehensive, year-long astronomy curriculum designed specifically for high school students. Most astronomy books used in high school classes are text-heavy and have been originally developed and written for college courses—Investigating Astronomy engages students with a dynamic, active learning approach and allows them to explore all the major topics in astronomy while conducting hands-on/minds-on investigations.

Cyberlearning Tools for STEM Education Conference

”Kids’ Survey Network: A prototype apprenticeship network” 
March 9-10, 2011
Berkeley, CA | The Claremont Hotel

Presenter(s): Elizabeth Rowe (TERC: Cambridge, MA)

Texas Institute for Literary and Textual Studies 2011 Teaching and Learning Conference

Society for Research in Child Development Biennial Meeting

”Transfer of Data Literacy Skills and Concepts via Two Educational Games: Question Detective and Space Chase” 
Thursday, March 31, 2011 , 8:20-10:00 a.m.
Montreal, QC

Presenter(s): Elizabeth Rowe (TERC: Cambridge, MA), Elisabeth Sylvan (TERC: Cambridge, MA), Daniel Zalles, Christopher Hancock

National Association for Research on Science Teaching (NARST)

"Inquiry to Practices: Data Modeling, Measurement and Representation in Children's Statistical/Probabilistic Reasoning in Math and Science
April 3, 2011 | 1:00-2:30 p.m.
Orlando, FL

Presenter(s): Jim Hammerman (TERC: Cambridge, MA)

AERA Annual Meeting

“Strand: Rethinking STEM Content, Access, and Agency for Broad Participation: A Designer/Practitioner Dialogue | : “Computational Agency Development: Intertwining Knowledge Construction and STEM Identity Formation As A Necessary Aspect of STEM and Social Change”
April 8-12, 2011
New Orleans, LA

Presenter(s): Sneha Veeragoudar Harrell (TERC: Cambridge, MA)

“Collaborative Scientific Inquiry in Arcadia: An MMO gaming environment on Blue Mars”
April 8-12, 2011
New Orleans, LA

Presenter(s): Jodi Asbell-Clarke (TERC: Cambridge, MA), Teon Edwards(TERC: Cambridge, MA), Jamie Larsen, (TERC: Cambridge, MA), Elizabeth Rowe (TERC: Cambridge, MA), Lis Sylvan (TERC: Cambridge, MA), Jim Hewitt (OISE/University of Toronto)

The proposed paper reports on research in Arcadia, an educational gaming environment in the massively multi-player online environment (MMO), Blue Mars. In summer 2010, educational designers are implementing a prototype game, Martian Boneyards, in Arcadia to foster collaborative scientific inquiry. This study documents the game design and implementations strategies that support scientific inquiry in Arcadia and describes the experiences for players of Martian Boneyards.

"The Other Half Hasn't Been Told: Special Educators, African-American Males and their Success in Special Education" 
April 8-12, 2011
New Orleans, LA

Presenter(s): Brian L. Wright (TERC: Cambridge, MA), Felicity Crawford (Wheelock College)

The purpose of this position paper is to raise and take a stance on what seems like an unlikely question: What will it take for special education to work well for African-American males with actual disabilities who would benefit from the services of experts trained to address the needs of this population? We argue that neither system (i.e. general or special education) would serve the majority of this population well unless the criteria or circumstances under which they are sorted and subsequently placed are examined and rectified. Data collected on the target population enrolled from two different school districts in the Northeast were analyzed. These data highlight African-American males who experienced success after receiving specialized services.

“The Five Wise Men: African-American Males Using Urban Critical Literacy to Navigate an Urban Pilot School in the U.S." 
April 8-12, 2011
New Orleans, LA

Presenter(s): Brian L. Wright (TERC: Cambridge, MA)

This paper reports on findings that examined the use of a psychosocial concept that I coined called, ‘urban critical literacy’ (UCL). UCL is a strategy employed by the study’s participants to navigate their cultural worlds of home and school in order to achieve school success. The conceptual frameworks underlying the research presented herein include sociocultural theory and critical literacy. Using data gathered through individual and group interviews the use of UCL employed by the five young African-American men in 11th and 12th grade in an urban pilot high school is documented. In summary, the findings reveal the usefulness of UCL as a strategy to name, reflect critically and to act responsively in order to achieve success in school.

“Life stories of the double bind: Women of color in science and engineering”
April 8-12, 2011
New Orleans, LA

Presenter(s): Maria (Mia) T. Ong (TERC: Cambridge, MA), Lily T. Ko (TERC: Cambridge, MA) Carol A. Wright (TERC: Cambridge, MA) , Apriel K. Hodari (CNA), Irene A. Liefshitz (Harvard University)

This paper examines the life stories of women of color in science and engineering education. Drawn from the project Beyond the Double Bind: Women of Color in STEM we present findings from analyses of life stories of women of color at postsecondary levels in physics, astrophysics/astronomy, and engineering. Employing interactional theory and narrative analysis, our study contributes a critical analysis of the intersection of race and gender and how this intersection shapes the construction of achievement in science fields. Employing situated perspectives of women of color, this paper adds to the knowledge base about strategies for retaining women of color in science fields and aims to influence public policies that pursue educational equity.

2011 NCSM Annual Conference

“ Computational Fluency in Multiplication: How Many Strategies Are There?”
Monday, April 11, 2011, 12:30-2:30 p.m.
Indianapolis, IN | Indianapolis Marriott/JW Marriott Indianapolis

Presenter(s): Keith Cochran (TERC: Cambridge, MA), Karen Economopoulos (TERC: Cambridge, MA)

Using video and student work, participants will examine how computational fluency in multiplication develops and consider these questions: What contexts and representations support an understanding of multiplication? What is the importance of studying and comparing different strategies and algorithms? Connections will also be made to professional development for teachers.

“Guided Mathematics Groups: Differentiated Learning for Response to Intervention”
Tuesday, April 12, 2011, 8:45 a.m.
Indianapolis, IN | Indianapolis Marriott/JW Marriott Indianapolis

Presenter(s): Judy Storeygard (TERC: Cambridge, MA)

With the pressure of standardized testing, innovations such as Response to Intervention, teachers need support to develop strategies that work in inclusive classrooms. Often they think that such differentiated instruction involves preparing and offering 20 different lessons, an impossible task. One strategy that has promise is the guided math group, a small group of children who need extra practice with a particular activity, concept, or skill. The guided math group is a strategy that originated in literacy instruction. Teachers plan a session with specific strategies and goals and questions to build the students' understanding. In this interactive session, we will draw on examples from real practice. We will show a video example of a guided math group from a second grade classroom, in which children are working on an activity called Quick Images. The goal of this activity is to build students' ability to visualize a quantity. Participants will identify the strategies that the teacher uses and analyze what the students are learning. They will focus on the questions the teacher asks and the connections he makes among the students' strategies. Participants will also engage in an excerpt from a written episode from a fourth grade class involved in work on fractions. They will identify the important concepts that the students are working on, and the strategies the teacher is using with the small group to build understanding that will enable them to learn along with the rest of their classmates.

“Building Elementary Students’ and Teachers’ Understanding of Proof”
Wednesday, April 13, 2011, 10:00-11:00 a.m.
Indianapolis, IN | Indianapolis Marriott/JW Marriott Indianapolis

Presenter(s): Susan Jo Russell (TERC: Cambridge, MA), Deborah Schifter (Education Development Center), Virginia Bastable (SummerMath for Teachers, Mount Holyoke College

We will present examples of how elementary students can engage in proving in the context of their regular classroom arithmetic instruction, what teacher learning is needed to provide such instruction to a range of learners, and how one group of teachers learned to integrate work on proof into their instruction.

River Network’s River Rally

”Toxic Waters and Health” 
June 3-6, 2011
North Charleston, SC

Presenter(s): Martha Merson (TERC: Cambridge, MA), Ethan Field (TERC: Cambridge, MA), Steve Dickens (River Network)

Workshop leaders will explain basic strategies to investigate connections between toxic contamination and human health. We’ll demonstrate how local data can further the case for clean-up. Using principals taught in the workshop participants will examine actual data from a case of toxic contamination of water to demonstrate connections between the pollution and human health. We’ll then shift the focus to examine how to communicate environmental health data in a sexy, easy to understand manner.

This workshop intensive will be 3 hours, with a reasonable break in the middle. It is intended for an entry to intermediate-level audience who enjoy a balance between presentation and experiential learning gained from exploring real data. The content will be similar to previous Rally presentations on the topic of cancer and health investigations.