A Case of How Professional Development Can Help Coaches Support Teachers in Promoting Classroom Mathematical Argumentation for All Students
This article by TERC researchers Anushree Bopardikar, Jennifer Knudsen, and Christina B. Silva, along with their colleague Harriette S. Stevens, highlights recommendations for professional development (PD) design and research to support mathematics coaches.
“Life Is Your Block of Clay.” Applying a Typology for Learning in Makerspaces
This paper contributes to identifying the often-implicit learning that minoritized youth do in community-based making in makerspaces and afterschool programs.
Using a Translanguaging Lens to Analyze Students’ Meaning-Making in Mathematics
A new study co-authored by TERC’s Andee Rubin explores how a translanguaging lens can reveal the complex ways emergent bilingual students make meaning in mathematics. The research shows how students blend language, gestures, interactions, and technology as they work together to engage in mathematical modeling.
Teacher Leadership: Collective Growth Through Collaboration
What does it mean to be a teacher leader? In a new article published in Kaleidoscope: Educator Voices and Perspectives, TERC’s Annie Sussman explores how teachers can lead and influence change while remaining rooted in classroom practice.
Assessing Machine Learning understanding in High School Healthcare AI curriculum
TERC researchers examine how a healthcare-focused AI curriculum helps high school students build foundational machine learning knowledge and skills.
The Science Museum as a Space for Neurodivergent Community
The NeuroVivid program demonstrates how science museums can create inclusive spaces where neurodivergent youth can explore STEM, build community, and be themselves.
Crushing It: Home Runs and Ballpark Dimensions
This baseball-themed task developed by researcher Ken Rafanan and collaborators, allows teachers to empower students as sense makers and innovative designers while simultaneously linking to learning goals and standards.
Teacher as Designers: Using Robotics to Integrate Computational Thinking and Science
TERC researchers examine how middle school teachers designed and implemented robotics-based science units that integrated computational thinking practices, positioning teachers as curriculum designers rather than curriculum consumers.