Science and Mathematics Education Commons^™

Introducing The Math Narrative Project, Liza Bondurant, Sarah Salisbury, Darolyn Flaggs, Belinda Edwards, Uchenna Miles, Daniel Kaufmann

Publications

Whether you teach calculus to engineering students, algebra to future teachers, or developmental math to first-generation college students, the students in your classroom carry narra- tives about mathematics—about whether they belong, wheth- er it matters, and whether asking for help is safe. You carry narratives too. We authors are mathematics educators who work across university classrooms, secondary schools, and teacher preparation programs in Mississippi, Georgia, Texas, and Pennsylvania. In this piece, we introduce the Math Nar- rative Project (2026), a professional development initiative led by the Branch Alliance for Educator Diversity ([BranchED], n.d.) that we participated in as field testers. …

Pre-Service Mathematics Teachers’ Perceptions Of Equity And Interactive Digital Tasks: Implications For Initial Teacher Education, Kate Roscioli, Liza Bondurant

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Interactive digital tasks have the potential to aid mathematics educators in providing equitable mathematics learning experiences. However, research indicates that mathematics educators may not be aware of how interactive digital tasks can promote equitable teaching practices. This study reports on a design-based research project exploring pre-service teachers’ perceptions of equity and interactive digital tasks. Over three cycles of design, implementation, evaluation, and revision, 57 pre-service teachers participated; this article focuses on data from the third cycle, involving 25 pre-service teachers. Using lesson analyses grounded in the Equity-centered Transformative Technology Lesson Analysis Tool (EqT-tech LAT; Suh et al., 2022), we …

“It’S A Lot More To It Than Just Research”: Integrating Critical Data Literacy And Reasoning With Data Into A Stem Summer Camp, Marc T. Sager, Saki L. Milton, Candace Walkington

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Purpose: This study explores how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential STEM camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups.

Design/Methodology/Approach: The study draws on qualitative interview data from eleven participants, and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants' experiences with data collection, organization, analysis, and …

From Classroom To Field: Rural Teachers’ Integration Of Science And The Outdoors, Steph N. Dean, Julieanne A. Wenner

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This study explored how rural educators in the US use outdoor environments to enhance science instruction, addressing the educational marginalization of rural students. Using rural cultural wealth as a theoretical framework, we investigated how rural teachers integrate local nature-based resources and students’ out-of-school experiences into science learning. We conducted interviews and observations with rural teachers, using reflexive thematic analysis as our qualitative approach. Three key themes emerged that highlight the ways our participants use the outdoor environment to teach science: (a) harness rural community partnerships, (b) engage students through relational teaching, and (c) design learning opportunities that honor students as …

Slow Education, Sit Spot, And Holistic Well-Being: A Narrative Case Study In Secondary Science Education, Steph Dean, Jim Lane, Paul Bocko, Albert Gilbert, Devan A. Jones

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The demands of a test-dominant education system point towards the need for students to have opportunities for unhurried learning engagements, a movement known as slow education. The purpose of this study was to examine the long-term influence of Sit Spot–a recurrent, structured time to reflect outdoors–on students’ holistic well-being. Using a narrative case study approach, we interviewed a secondary field ecology teacher and seven of his former students to understand the impact of high school Sit Spot experiences during a semester-long science class. Three primary outcomes emerged: (1) enduring impact on the whole person, (2) engagement with affect, and (3) …

Toilet Paper Olympics, Liza Bondurant

Publications

Toilet Paper Olympics includes three engaging embodied learning events designed to deepen conceptual understanding.

Editors’ Reflections: Insights On The Role Of Approximations In Practice-Based Mathematics Teacher Education, Bima Sapkota, Heather Howell, Liza Bondurant, Carrie Wilkerson Lee

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In this colloquium, we will present six years of collaborative research on approximations of practice in mathematics teacher education, exploring how these approximations shape teacher preparation and addressing issues of equity and authenticity in instructional design. Foci include past findings, current challenges, and future directions, drawing from the recently published book edited by the colloquium leaders: Promoting Equity in Approximations of Practice for Mathematics Teachers. Participants will engage in critical conversations on bridging research and practice, with opportunities to join ongoing collaborations.

Equity Vignettes: A Practice-Based Resource, Liza Bondurant, Jane Wilburne, Dana Franz

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Mathematics teachers have the power and responsibility to center equity in their teaching practices. Yet their framings and mindsets about equity can impact whether and how they use equitable teaching practices. In this manuscript, we describe how secondary mathematics teacher candidates responded to two equity vignettes focused on (1) gender identity and (2) race and tracking. We wrote these vignettes to expose candidates to situations they may encounter and decisions they may need to make as mathematics teachers. The purpose of this study was to explore the teacher candidates’ beliefs. We use the FAIR Framework and the Educator Mindsets for …

Sorting It Out, Liza Bondurant, Jane M. Wilburne, Dana Pomykal Franz, Jamaal Young

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We describe a card sorting activity called a Q-sort that teachers can use to foster reflection and discussion.

Racial Noticing In Mathematics Teacher Education: Unpacking Southern White Christian Teacher Candidates' Reflections On Data Investigations Of Issues Of Systemic Racism, Liza Bondurant, Anthony Fernandes, Travis Weiland

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In this article, we examine how southern white Christian secondary mathematics teacher candidates reflected on racial inequities in academic opportunities and school discipline after engaging with data sets highlighting such disparities. Using a lens of racial noticing, informed by Leonardo’s (2009) conceptualization of whiteness as a racial discourse that normalizes white dominance, we analyze candidates’ written reflections to identify how they interpreted and responded to issues of race in mathematics education. Two dominant themes emerged: the normalization of implicit biases and the tensions between aspiring to objectivity and acknowledging subjectivity in educational practices. Both patterns aligned with whiteness by obscuring …

Farming With Data: Tracing Critical Tensions Using Data Science For Food Justice, Marc Sager, Maximilan Sherard, Anthony Petrosino

Publications

In this manuscript, we explore the intersection of artificial intelligence (AI) and equitable learning in higher education, focusing on data science as a subset of AI and social justice as the core theme of equity. Our investigation sheds light on the nuanced tensions inherent in employing data science for social justice. Rooted in situated perspectives of learning and consequential learning, our study employs an instrumental case-study methodology and analysis techniques from interaction and conversation analysis. Collaborating with three undergraduate students and an urban farm, the students used data science practices to highlight inequities surrounding food justice and access to food. …

Expansively Framing Mathematics And Computer Science Teaching With Digital Technology In Elementary Classrooms, Kimberly E. Beck, Jessica F. Shumway, Patrick Ocran, Jody Clarke-Midura, Mimi Recker

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Expansive Framing (EF) is a theory and an instructional technique to facilitate connections between content and contexts. We employed EF as an approach to create a series of integrated mathematics and computer science (CS) lessons, using digital technology as a tool to leverage shared mathematical and computational ideas. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how two fifth-grade teachers and one computer lab paraprofessional educator used EF during their teaching and what the EF approach looked like in practice. Findings suggested that educators engaged in EF principles when they were present in curricular materials, …

Leveraging Artificial Intelligence In Education To Drive Cross-Sector Innovation, Brent Terwilliger, John Faraca

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As artificial intelligence (AI) reshapes educational practices, particularly in technical fields such as uncrewed systems, robotics, and aviation/ aerospace, its integration raises promise and complexity. This exploratory study features an investigation of the impact AI tools adoption has on instruction, curriculum support, and workforce preparation, with a focus on online learning environments. Drawing from pilot survey data across aviation and aerospace education stakeholders and hands-on evaluation of AI video production platforms, findings reveal diverse applications, perceived benefits, and critical concerns, including ethical, pedagogical, and institutional challenges. Additionally, the analysis explored how AI-enabled education intersects with broader industry and government innovation …

Enhancing Inquiry-Based Science Instruction: The Role Of Professional Learning Communities And Instructional Coaching For Elementary Science Teachers, Marc T. Sager, Karen Pierce, Jessica Murillo

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Inquiry-based science instruction fosters critical thinking, problem-solving, and scientific literacy by engaging students in exploration, questioning, and reflective learning. However, implementing inquiry-based practices presents significant challenges for elementary teachers, who often balance multiple subjects and may feel less confident facilitating open-ended investigations. This study examines how school-based coaching and professional learning communities (PLCs) support teachers in adopting inquiry-based science instruction. Grounded in distributed cognition theory of learning, this research draws on qualitative data from classroom observations and artifacts from coaching sessions and PLC meetings. Using a multiple case study design, this study identifies four case studies to illustrate varying levels …

Community Of Inquiry And Cognitive Load In Online Stem: Transferability Plan, Emily Faulconer, Darryl Chamberlain, Beverly Wood

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This document presents evidence in support of the Community of Inquiry and Cognitive Load Framework (Supported by NSF #204430), with Guidance on translating this framework to additional contexts within the studied institution and beyond.

Using Trees To See A Forest: Leveraging Machine Learning To Classify Student Thinking, Darryl Chamberlain, Patrick Mcguinness, Emily Faulconer, Beverly Wood

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ChatGPT has caught the world’s attention and has researchers considering the ways artificial intelligence can be integrated into human endeavors (Kasneci et al., 2023). This methodological poster will present a systematic method to apply a particular machine learning classification model, Decision Tree (Song & Lu, 2015), to perform and extend the scale of qualitative analysis in mathematics education research.

Humanizing Online Stemm Education, E. K. Faulconer

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Students want to see themselves in the curriculum and learning environment. How to foster the formation of STEM identity: studying diversity in an authentic learning environment. https://doi.org/10.1186/s40594-020-00254-z

•Students notice diversity in the curriculum •Students intertwine their gender and ethnic identities with STEM identity

•Attention to diversity and inclusion can build positive STEM identities Engaging in science practices in classrooms predicts increases in undergraduates’ STEM motivation, identity, and achievement. https://doi.org/10.1002/tea.21623

• Recognition as a scientist and positive classroom climate related to learning outcomes for underrepresented minority students

Humanizing Online Stemm Education, Emily Faulconer

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The instructor and course design can make a difference in online STEM course persistence.

Systems Thinking Applied To Higher Education Curricula Development, Reza Rahdar, Mark London, Yuetong Lin, Hong Jiang

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Systems Thinking (ST) is a general and yet nebulous term that describes an approach to understanding and working with complexity in the real world. ST seeks to evaluate different behaviors of individual system elements when they operate in isolation as opposed to when they are integrated as part of a larger system and placed within a particular operating environment. The education environment consists of multiple systems with different digital content, learning goals/outcomes that serve different stakeholders including teachers, learners, and administrators. The inherent complexity and interaction among these various educational system elements and functions make this environment a worthy candidate …

Operationalizing The Duty Of Care Through Rubrics, Emily Faulconer

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Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be leveraged for duty of instruction is course rubrics. Including clear safety criteria in the rubric operationalizes the duty of care and allows students to clearly understand safety expectations and competencies. Specifically, the use of organizing schemes such as RAMP (recognize hazards, assess risks, minimize risks, prepare for emergencies) in rubrics can provide clear communication to students.

Developing Career Pathways In Uas For Non-Traditional Students Through Collaborative, Online Learning Environments, Kimberly Luthi, Christian Janke

Publications

The integration of drone technologies through online simulation platforms and uncrewed system scenarios offer opportunities to introduce STEM concepts from the fields of robotics, computer science, mechatronics, and aviation. New software technology developments will increase student engagement in STEM education and support learning of uncrewed systems applications and operating competencies. The use of drone simulation software creates a collaborative environment for group activities and sharing of results with peer review.

The Shared Experiences Of Non-Traditional Groups In Academic Stem Disciplines, Kimberly Luthi

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The results of this effort resulted in the identification of factors that can be used as a conceptual framework for establishing institutional conditions and a work environment across higher education institutions that support women’s advancement and retention in academic appointments of leadership related to STEM disciplines and workplace education. The research considers relevant literature related to current institutional strategies and predictors for women’s success and retention in STEM disciplines. Such an exploration addresses challenges of non-traditional groups, specifically gender inequity issues regarding women’s advancement in STEM.

Community In The Online Science Classroom, Emily Faulconer

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As online course offerings rise, it is important to design and facilitate courses to promote community so students feel connected to each other and the instructor and feel a sense of belonging as a scientist. Online discussions are a common feature for building and nurturing community and combating isolation. Discussions stimulate active learning, a strategy to promote participation in knowledge construction. This sense of community and science identity is important for both persistence and performance. I will share efforts to promote community while reducing extraneous cognitive load through discussion design and targeted instructor professional development. I will share data on …

Science Assessments As A Learning Opportunity: Feedforward With Multiple Attempts, Emily Faulconer

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Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt. Students perceived the feedback as useful in preparing for their second attempt. Future research …

Utilization Of Simulation Software To Enhance The Learning Experience For Students At The Worldwide Campus, Kimberly Luthi, Christian Janke, Yuetong Lin

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The purpose of this presentation is to introduce benefits, best practices and examples of simulation software in online course environments. The research team does not have any affiliation with the introduced software platforms.

Integrating Virtual Reality Into The Asynchronous Learning Environment, Cheri Marcham, Dave D.C. Delcastillo, David Thirtyacre, Brian Sanders

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• 4 presentations
• Covers a spectrum of subject matter
• Real to virtual and virtual to real
• Want to highlight
• What the goal was
• How it was integrated into effective learning experiences

Peer-Led Team Learning Strategies In Engineering Pathways, Kimberly Luthi, Monica Surrency, John Keith Wilson, David Harvie

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Train Peer-Leaders on difference between mentor/tutor and Peer Leader. Focuses on leadership skills. Provides technology resources tutorial. Provided suggested teaching and learning strategies for PLTL activities.

Introduction To The Special Issue On Immunology, Colby Tofel-Grehl, Brooke A. Whitworth

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The COVID-19 pandemic laid bare the absence of needed resources for teachers to engage students in learning about infectious disease as both a socioscientific issue and a scientific phenomenon (Kafai et al. 2022). With infectious disease largely absent from the NGSS, teachers had to creatively link lessons that contextualized and examined key aspects of infectious disease education during the COVID-19 pandemic. We saw in real time the impacts of popular news, social media, and public mood on broader socioscientific behaviors such as vaccination, masking, and social distancing. We watched as people’s understanding of the nature of science (Lederman 2013) …

H-Stem Infusions In Lower-Level General Education Courses, Emily Faulconer

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This session presents the justification for infusing humanities into lower-level STEM general education courses, pointing to co

Technology-Enabled Active Learning In Gen Ed Courses, Emily Faulconer

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Technology tools can achieve active learning in asynchronous online courses. The H5P platform promotes self-paced, self-directed active learning through activities including branching scenarios, crosswords, flashcards, and interactive videos. This tool can provide formative feedback through features that allow provision of automatic feedback for a variety of question types (e.g.; fill in the blank, multiple choice, image hotspot, and drag and drop). H5P activities were embedded in the learning management system of two introductory general education courses. Learning analytics data and student perspectives were collected. This data will be used to guide future use of this technology tool in online courses.