Our projects and research shape the STEM education field by introducing innovative curricula and improving student access to STEM.
We support more than 60 active projects every year, and our high-quality, innovative research is based on the understanding that for STEM, real-world application matters. We inspire, motivate, and create life-long learners by helping students connect what they are taught in the classroom to the world around them.
These projects and our research are designed to encompass a wide range of subjects and disciplines within STEM education and teaching methods to expand accessibility for all eager minds.
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MPACT provides opportunities for students to engage in computational thinking, spatial reasoning, and mathematical concepts through design and hands-on making projects.
MIaFS addresses a largely under-studied population, in this case Faculty of Color in STEM (FCS) who are also Gender and Sexual Minorities (GSM), through the use of methods rarely used in STEM education research, namely participant-generated Arts-Informed Research (AIR).
NSP is a longitudinal study on the experiences of Native STEM students, faculty, and professionals and the barriers and supports they encounter in STEM.
Provided parents with accessible ways to support their children’s math learning.
Project LEAP researchers are developing a Grades K–5 Early Algebra Learning Progression (EALP) to foster young children’s algebraic thinking and are testing its potential to improve children’s algebra-readiness for middle grades.
TERC is collaborating with Charlesbridge Publishing to develop picture books that meld story, racial diversity, and math and are written by authors of color.
For UniVRsal Access, EdGE is co-designing a Virtual Reality (VR) STEM mystery game with learners with autism, embedding supports for sensory, attention, and social issues, and researching how VR can be used to increase access and broaden participation in STEM learning.
Bridging IV addresses the mathematical practices through PD and ongoing coaching and investigates whether and how these affect classroom discourse and student learning.
Collaborating with Boston teachers to explore the intersection of rigorous mathematics and equitable student participation in grades 1-4.