TERC researchers are traveling to Chicago and are making the following presentations:

Expansive Meanings and Makings in ArtScience

Fri, April 17, 4:05 to 5:35pm, Sheraton, Second Level, Superior A

Ann Rosebery, Cheche Konnen Center, TERC
Beth M. Warren, Cheche Konnen Center, TERC
Megan Bang, University of Washington

Expansive Meanings and Makings in ArtScience (EMMAS) is a participatory design research project investigating the untapped potential of an artscience approach to learning and teaching. EMMAS aims to foster creative trajectories into meaningful STEM learning for youth who often experience school science as disconnected from their lives or interests (e.g., Native American, African American, Latino). In Seattle and Boston, teams of learning scientists, educators, artists, and scientists are designing artscience inquiries for middle and high school youth in two domains: climate change and the human microbiome. Youth investigate complex scientific phenomena, interpret artistic and scientific visualizations, and respond creatively to questions by integrating scientific and artistic concerns, materials and processes. An artscience repertoire (cultivating attention, making, critique, and exhibition) underlies the learning experience. In this paper we focus on initial efforts to theorize cultivating attention as an epistemic practice, design forms of engagement, and investigate meaning-making and narratives of identity.

Expanding Frameworks for Talk in Science Classrooms

Fri, April 17, 8:15 to 9:45am, Sheraton, Second Level, Superior B

Beth M. Warren, Cheche Konnen Center, TERC, Discussant

Case Studies of Arithmetic and Algebraic Reasoning in K–2 Students

Sat, April 18, 8:15 to 9:45am, Hyatt, East Tower – Purple Level, Riverside West

Katharine B. Sawrey, Tufts University
Barbara M. Brizuela, Tufts University
Maria Blanton, TERC
Angela Gardiner, TERC

We argue that students are ready to use algebraic thinking strategies from the beginning of formal education. We will present video clips and analyses of semi-clinical individual interviews with a kindergarten, a first grade, and a second grade student working through a linear function task. The analysis demonstrates that knowledge of the most basic arithmetic operation, addition, can support productive algebraic exploration. In turn, functions provide a fruitful context for students to build their computational proficiency. These three cases highlight how arithmetic and algebra are mutually supporting ventures in the mathematical education of young students.

Measuring the Impact on Teaching Practice of an Innovative Elementary Math Professional Development Program

Sun, April 19, 10:35am to 12:05pm, Marriott, Sixth Level, Minnesota

James K.L. Hammerman, TERC
Lindsay Demers, TERC
Traci Higgins, TERC

This paper describes partial results from an experimental study of the impact of an innovative, commercially available, elementary and middle grades math professional development (PD) program. In particular, we describe both experimental and quasi-experimental impacts over two years on teachers’ knowledge and teaching practice resulting from teacher participation in this intensive, sustained PD program. The study builds off prior qualitative studies to provide quantitative and some causal information about impact.

How Being in Flow Affects Engagement, Immersion, and Learning: An Empirical Study in Game-Based Learning Environments

Mon, April 20, 10:35am to 12:05pm, Sheraton, Fourth Level, Chicago VI&VII

Juho Hamari, Game Research Lab
David J. Shernoff, Rutgers University
Elizabeth Rowe, TERC
Brianno D. Coller, Northern Illinois University
Jodi Asbell-Clarke, TERC
Teon Edwards, TERC

In this paper we investigate the impact of being in flow (operationalized as the perceptions of challenge and skills) in game-based learning environments on engagement (i.e., heightened concentration, interest, and enjoyment) and immersion, and the effect of engagement and immersion on perceived learning. The data was gathered through a psychometric survey from players of two different learning games (Quantum Spectre: N = 134 and Spumone: N = 40). The results show that flow is a strong predictor for both the engagement and immersion, as well as for perceived learning as mediated by engagement and immersion.

First-Grade Students’ Uses of Tables as They Explore Functional Relations

Mon, April 20, 12:25 to 1:55pm, Marriott, Third Level, Cook

Barbara M. Brizuela, Tufts University
Maria Blanton, TERC
Katharine B. Sawrey, Tufts University
Angela Gardiner, TERC
Ashley Newman-Owens, Tufts University

We present first graders’ uses of function tables as they explored relationships between quantities, drawing from a design study investigating functional thinking. Findings suggest children used tables as organizational tools and they looked not just at but also through tables at functional relationships. We take this as evidence that children were using tables as tools to think about functions.