Sharpening Our Focus on Equity: Reflections from the Storybook STEM Project

Sharpening Our Focus on Equity: Reflections from the Storybook STEM Project

The Storybook STEM Project shares the process that helped them unearth problematic assumptions and how their findings are relevant beyond storybooks and early childhood education.

What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention?

This study examines the long-term retention of algebraic understanding one year after a 3-year early algebra intervention.

Facilitating family learning in museums: Re-thinking our assumptions and approaches

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Teaching with robotics: creating and implementing integrated units in middle school subjects

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Pathways for Paraeducators

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Ice Paddles, CO2 Invaders, and Exploding Planets: How Young Students Transform Climate Science Into Serious Games

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The Importance of Teacher Bridging in Game-Based Learning Classrooms

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Connecting Field Trips and Family Interest: A Tool to Elicit English- and Spanish-Speaking Families’ Interests

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Kindergarten and First-Grade Students’ Understandings and Representations of Arithmetic Properties

This study examines how K–1 students develop understanding of arithmetic properties through early algebra instruction.

The development of students’ computational thinking practices in elementary- and middle-school classes using the learning game, Zoombinis

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