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This webinar and discussion will mark the launch of a 6-month pilot effort of our Communities of Practice, a co-designed series of events intended to support ISE practitioners and researcher who share an interest in building equitable relationships.

This professional development (PD) model boosts paras’ confidence, knowledge of elementary math concepts, pedagogical strategies, and understanding of student learning in mathematics.

Presented at the 2024 RESPECT Conference in Atlanta, this paper illuminates transformational change initiated by Native students who are transitioning into the workplace in engineering and computer science

Articles include:
• Developing an Effective Curriculum for Early Algebra, Maria Blanton
• Reaching and Teaching Neurodivergent Learners in STEM: An interview with author Dr. Jodi Asbell-Clarke
• The Institute for Meta-synthesis: Bringing meta-synthesis methods to STEM education research, IMS team
• Unifying My Identities: Reflections from an REU Student, Devon Locke
• What’s New at TERC

 » Read more

Resources designed to support teachers and their students in developing and maintaining equitable learning communities in their mathematics classrooms. 

TERC received a subaward on the newly announced National Science Foundation (NSF) SafeInsights, a five-year, $90 million research and development (R&D) infrastructure for inclusive education research.

To coincide with Autism Acceptance Month, TERC researchers have released the results of a four-year study on strengthening the skills and learning of neurodivergent students in mainstream classrooms. 

Studies conducted using a computer-supported, inclusive, and highly interactive learning program named INFACT that was designed with the hypothesis that all students, including neurodivergent learners, will excel in problem solving when it is structured through a variety of CT activities.

To learn more about the report, join the Committee on Women in Science, Engineering, and Medicine at the April 11 report release webinar.