12:30 – 1:30

Interactive Session

FCB 101

A

Toward an AI-enhanced Multicultural Competence Training Platform

Marcela Borge, Todd Shimoda

As we are increasingly connected via technology, we are simultaneously becoming more culturally polarized. These tensions highlight the urgent need for us to work together across boundaries delineated by social identities (e.g., race, gender) and to develop multicultural competence (MCC). Over the past several years, we developed and evaluated CREATE, an online platform that supports development of general collaboration competence (GCC) and MCC through socio-metacognitive training using discussion, process reflection, and improvement strategies. Audience members will participate in a CREATE session to illustrate the GCC and MCC features. We will discuss our future work leveraging AI to enhance platform effectiveness.

Interactive Session

FCB 201

B

Nothing About Us Without Us: How to Co-design with and for Neurodivergent Learners

Teon Edwards (TERC), Bennett Attaway (Knology), Ibrahim Dahlstrom-Hakki (TERC), Jena Barchas-Lichtenstein (Knology)

Come to this workshop for an overview of co-design, examples from several NSF-funded STEM-learning projects designing with and for neurodivergent learners, and key lessons learned. We’ll engage in a mini design challenge and small-group discussions.

Co-design, embracing the tenet ‘nothing about us without us’, ensures stakeholders have a prominent role throughout the design process so the final products address stakeholders’ goals and needs. Furthermore, co-design serves stakeholders not just through the final products, but also through the process. And conducting successful co-design involves more than simply including stakeholders; it involves deliberately crafting and shaping the process.

Research Presentations

FCB 202

1

Exploring the Integration of Systems Thinking into Biology (ExIST): Participatory Teacher Professional Development

Puttick, Cassidy, Bernstein, & Gasca

The goal of the ExIST project is to implement design-based research (Sandoval, 2014) to iteratively test and revise a PD model that supports middle school biology teachers to adapt existing curriculum by integrating digital game design and systems thinking. The project builds upon prior research that suggests integrated game design, when supported by constructionist and participatory perspectives, can enhance systems thinking. The project PD supports teachers to integrate game design into their curricula using participatory practices. During 36 hours of PD, teachers became knowledgeable about (i) applying systems thinking to interpret and understand the functioning of biology systems, (ii) integrating game design in their existing lessons to enhance student learning about biological systems, and (iii) engaging in participatory practices. The design is underpinned by a theoretical framework relating to research on the synergy between systems in biology and systems in game design, and to the innovative inclusion of students in the teacher PD experience.

2

Center for Cellular and Biomolecular Machines, UC Merced: Undergraduate Research Fellowship Program Curriculum Design and Assessment

Petia Gueorguieva

(non-presenting co-authors Roberto Andresen Eguiluz & Carrie Kouadio)

The Center for Cellular and Biomolecular Machines (CCBM) Undergraduate Research Fellowship Program was developed at the National Science Foundation-funded CREST CCBM at the University of California Merced, a Hispanic Serving Institution, to provide research opportunities and professional learning to undergraduate students, supporting the University’s mission of teaching and research. Established in the Fall of 2016, up to date, the program has supported 159 fellows, of which 73% are from groups traditionally underrepresented in the STEM fields. The main program objectives are to foster interdisciplinary research and advance academic development by nurturing creativity and professional growth. Targeted workshops and training sessions were designed to expand learning experiences, hone participants’ research, writing, and communication skills, and foster an inclusive scholarly community. This presentation discusses our work designing the above curriculum activities and provides evidence of our assessment strategies.

Research Presentations

FCB 204

3

Moving Professional Development to Practice: The Model of Coherent Learning for Teaching

Chandra Orrill

In this presentation, I will present our emerging Model of Coherent Learning for Teaching. Along with my colleagues, Rachael Brown at Penn State Abington and Al Cohen at the University of Georgia, I am developing this professional learning (PL) model for mathematics content knowledge development. Specifically, we are focused on middle grades teachers’ knowledge of referent units and invariance in fraction operation as well as invariance/covariation, quantity, and constant in proportional reasoning. Our design principles are that PL should engage teachers in adult conversations of middle school mathematics, that learning should be situated in conversations about mathematics tasks that benefit from the use of dynamic and drawn representations, and that the participants and facilitator should exhibit playful engagement with the material. Because we are interested in seeing the ideas from the professional development taken up for classroom use, we have developed a three-phased approach to the PL. We start with Exploring the mathematics concepts, then promote Connection through activities that help participants understand how the exploration connects to standard representations and standards. We finish with opportunities for Application in which the participants plan lessons for their own students that build from the ideas in the PL experience.

4

The Re-design of Problems in a Problem-Based Curriculum: A Powerful Context for Students and Teachers

Betty Phillips, AJ Edson

The session focuses on the re-design of tasks embedded in a contextual, problem-based curriculum. For over thirty years of extensive research and design, the Connected Mathematics Project (CMP) attended to various tensions that exist when supporting teachers to teach through mathematics problems. In this session, we will report on the CMP STEM Problem format that contains three components (Phillips et. al, 2020): (1) Initial Challenge, which is open in terms of access points, possible strategies, and nature of solutions; (2) What If…?, where students consider new contextual situations, different strategies, embedded or encoded mathematical understandings, and new connections to prior problems. Here, there is an emphasis on student voice and classroom work; and (3) Now What Do You Know, where students summarize, generalize, and expand on the mathematical learning goal. The problem centers students’ mathematical thinking, so it is a powerful context for teaching and teacher learning. This format is supported by the CMP Arc of Learning Framework that highlights ways that student learning can evolve from informal knowledge to more sophisticated reasoning over time. It provides a tool for characterizing deeply grounded and connected learning, both in terms of practice and research.

Research Presentations

FAB 355

5

Cross Cultural Exchange of Curricula: A reality we can’t deny

Dr Mariam Makramalla, Dr Chris Schunn

The recent shift to a global classroom, initiated by the COVID pandemic and a growing movement of displaced learners, benefits from cross-contextual exchange in education and cross-border collaborations in curricular design. In this workshop, we are keen on utilising the collective expertise in the room in bringing together an initial framework for cross contextual curricular exchange. The framework is envisioned to spread out over two layers: one relating to cross-contextual translation of curricular ethos and the other relating to the translation between curricular envisioning in the design phase and curricular integration in the implementation phase.

6

Including Socio-technical Topics in First-year Engineering Courses

Ethan Danahy

In undergraduate engineering education, discussions about ethics in engineering practice are typically addressed in stand-alone courses, late in the course progression. This separation leads students to consider the technical and social aspects of engineering as separate and unequal, with technical content usually viewed as more important. At Tufts University, a collection of researchers and instructors have been looking to remove this technical-social divide within a first-year intro to engineering course via a collection of new activities and integrated projects. Throughout the semester students are challenged to consider the social, economic, and political aspects of the engineering decisions being made within their work, as topics of equity and justice are authentically integrated into their assignments. This presentation highlights the NSF-sponsored work that has been happening the last few years, details the successes and other findings, and how the project is addressing necessary changes in the future. Of particular interest is the introduction of Equity Learning Assistants (ELAs) into this work that builds on the LA instructional model but focusing on supporting student thinking around DEIJ (diversity, equity, inclusion, and justice).

3:00 – 4:00

Interactive Session

FCB 101

C

Designing for Professional Learning using the Teacher Moments Platform

Dr. Gregory Benoit, Erin Barno

A continuation of the plenary talk, come to discuss the design tenets of Teacher Moments and engage in a scaffolded design process to create your own scenario in the Teacher Moments platform.

Interactive Session

FCB 201

D

Color my (Digital) World! Explore How Color Images are Displayed on Screens and in Print

Gary Benenson, Jody Hilton

How are color images created on TVs, cellphones, monitors, newspapers, magazines and books? The answers may surprise you! According to art teachers, the primary colors are red, blue and yellow. The cartridges for a color printer are labeled Cyan (C), Magenta (M), Yellow (Y) and Black (BK). The input jack on an older TV is marked RGB for red, green and blue.Color mixing has different outcomes when light sources are added, than when colors are removed from a white background by paint or ink. Additive color systems are used in TVs and computer screens, while subtractive colors are applied to create printed and painted images. Participants will explore these issues by mixing light from red, green and blue LEDs, which are the primary or additive colors. In pairs these make cyan, yellow and magenta, the secondary (subtractive) colors. If you mix all three primary colors, you get white light.

Beginning with white light, participants will discover how to block one LED at a time to make colored shadows., There will be an opportunity to create beautiful stage sets, using craft materials or paper cutouts to customize the shadow shapes. The shadow colors are the subtractive colors. These are also the colors of dyes or inks used to print color images. We will present both systems graphically using Venn Diagrams. To see how subtractive colors work, participants will look at white light through cyan, yellow and magenta filters, two at a time, to recover the primary colors. Next, they will use pocket microscopes to look at display screens and printed images, to see the two color systems in action.

We will then present how these activities took place in teacher education programs and in elementary classrooms, featuring examples of children’s work. Sample materials will be provided to participants, along with ordering information for inexpensive filters, LEDs, batteries and pocket microscopes. There will be time for discussion and reflections about the activities.

Interactive Session

FCB 202

E

“Are you sure about that?” Balancing decisions in curriculum design – A choose your own curriculum adventure

Mr. Marc Neesam, Dr. Aldo Anzures, Dr. Edlyn Chao

Curriculum designing is a complex and negotiated endeavour which is linked to the perspectives and lived experiences of those engaged in the process. This interactive session will explore curriculum design decision making through attendees participating in a card-based roleplay experience. During the session attendees will:

• experience the role of different actors involved in the process

• respond to trends in education

• discuss the authority of judgements

Through addressing a curriculum design scenario attendees will consider the above and respond to the question; how do we decide what is included in a curriculum?

Interactive Session

FCB 204

F

Assisting Preservice Teachers in Utilizing Embodiment Theory to Engineer Algebra Tile Experiences Supporting Mathematical Learning for All Students

Kevin J. Reins

Prospective secondary mathematics teachers designed these implicit learning techniques after being introduced to embodied design principles. Readers will experience the same questions grappled by these students and follow their series of goal-oriented challenges and interaction problems used to promote productive movements and proto-mathematical sensorimotor schemes, all desired to constitute mathematical entities. Curricular materials for classrooms can be utilized from these designs, along with the weightier consideration of how movement of an object can act as the source and expression of cognition.

10:15 – 11:15

Interactive Session

Room TBA

G

Games as a Context for Infusing Executive Function Processes with STEM Education

David C. Webb

What is the role of games in STEM education? In this interactive workshop we will play two games – Mean Tiles and Connect the Drops. Over the past several years, the Spark Math team has been co-designing, with teachers and students, instructional resources that integrate EF processes with mathematics education. Spark Math resources have also been used by science teachers to develop student fluency with mathematics content that is often used in science. We are interested in the ISDDE community’s perspectives regarding the role of games in STEM education to enhance student engagement, content fluency, and recognition of meta-cognitive processes.

Interactive Session

Room TBA

H

Designing a Digital Curriculum Platform for Student and Teacher Collaboration

AJ Edson, Betty Phillips

This session reports on a research project that iteratively designed, developed, tested, and refined a digital collaborative platform embedded with a problem-based curriculum. Examples will report on design elements of the digital platform that support collaboration, how students and teachers used them, and their potential for enhancing teaching and learning mathematics. For students, the digital collaborative platform makes evidence of students’ thinking visible to each other, makes possible collaboration and exchange of ideas, and fosters classroom orchestration and discourse. For teachers, the digital platform provides in-the-moment information to support teachers in enacting problem-based mathematics curriculum. Teachers can draw on their collective expertise by communicating and commenting on the resources developed by the team. Participants will collectively unpack the design elements, watch video and discuss how these features were taken up by students and teachers, and discuss how these features supported teaching and learning of mathematics in classrooms.

Research Presentations

Room TBA

7

Design of Marine Litter Education Oriented by Fieldwork and Laboratory Experiments

Hilde Ervik

Sustainability project about how practical work related to marine plastic litter gives students at the 10th grade knowledge and motivation to preserve biological diversity. The study was carried out in autumn 2022 on the coast of Central Norway.

8

Citizenship Integration in Chemistry Education

Judith Rotink, Talitha Visser

In our study, we explored through observations and interviews how innovative chemistry teachers at secondary schools address citizenship within their teaching practices. We analyzed what teachers need, to integrate citizenship and chemistry education by a cognitive task analyze (CTA) (van Geel, Keuning, Frerejean, Dolmans, van Merrienboer and Visscher, 2019).  Thereby we gained valuable insights, which we will share with the participants during the presentation. The insights of the CTA are input for the design of our teacher professional learning program. We will utilize the 4C/ID (Four-Component Instructional Design) model (van Merrienboer and Kirschner,  2018), to develop and test a teacher professional learning program for chemistry teachers to enhance the integration of citizenship in their lessons. The 4C/ID model is used for designing professional learning programs which are developed to train complex skills. The model takes the whole professional task as a starting point. We like to discuss the found challenges and chances of our CTA with the attendees. In order to integrate and tackle these for the design of our teacher professional learning program.

Research Presentations

Room TBA

8

Participation Rights and Politics of Representations in Sociomathematical Activity

Minoru Ohtani

This presentation discusses equity in mathematics classroom in two parts. First part involves an indication of the theoretical framework and the justification for the methodology used. In the framework, sociological constructs, such as politics of representations and participation rights are taken object for analysis in which mathematical constructs, such as definition and condition play methodological units. The second part involves description and interpretation of episodes that occurred in a Japanese mathematics classroom. Analysis of transcripts of video-audio records reveal that telling definitions and introducing conditions function as social resources widely used to dominate certain mode of representation and to sustain privileged participation rights rather than cognitive resources used to analyze and describe problem situation and to construct mathematical dialogue.

10

Software support for teaching and learning with mathematics textbooks

Roman Hašek

This presentation deals with the design and creation of digital resources as supplementary materials for mathematics textbooks intended for pupils aged 11 to 14. The resources, developed in a spreadsheet and in dynamic geometry software, are for diverse purposes and uses. The overarching goal is to make mathematics accessible to all students and to assist them in learning it. In addition, the materials also aid the development of pupils’ digital competences. The presentation will introduce the social and educational context for the creation of materials, as well as the principles of their design.