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This project developed frameworks for understanding how students learn to represent, model, and organize data as part of their understanding of statistics and data analysis.

Latinx youth engage in design and making to address community needs as they develop positive identities as mathematics learners, doers and users.

Together with Greensboro NC community partners, researchers from TERC and makers from the Forge, a Greensboro-based makerspace, develop ways for makerspaces to offer more opportunities to young women.

This project expanded and disseminated the Project AIM professional development program that was designed to help teachers recognize, analyze, and aspire to implement high quality discourse in the mathematics classroom.

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.

The ExIST Project is a teacher professional development model that supports middle school biology teachers to adapt curriculum by integrating game design to enhance biological systems learning and skills in systems thinking from constructionist and participatory perspectives.