| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
|
| Initial Amendment Date: | September 4, 2018 |
| Latest Amendment Date: | September 7, 2022 |
| Award Number: | 1814114 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Robert Ochsendorf
rochsend@nsf.gov (703)292-2760 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | September 15, 2018 |
| End Date: | August 31, 2024 (Estimated) |
| Total Intended Award Amount: | $1,984,657.00 |
| Total Awarded Amount to Date: | $1,984,657.00 |
| Funds Obligated to Date: |
FY 2020 = $985,908.00 |
| History of Investigator: |
|
| Recipient Sponsored Research Office: |
601 UNIVERSITY DR SAN MARCOS TX US 78666-4684 (512)245-2314 |
| Sponsor Congressional District: |
|
| Primary Place of Performance: |
601 University Drive San Marcos TX US 78666-4684 |
| Primary Place of
Performance Congressional District: |
|
| Unique Entity Identifier (UEI): |
|
| Parent UEI: |
|
| NSF Program(s): | Discovery Research K-12 |
| Primary Program Source: |
04002021DB NSF Education & Human Resource 04002122DB NSF Education & Human Resource |
| Program Reference Code(s): | |
| Program Element Code(s): |
|
| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
An important aspect of mathematics teaching and learning is the provision of timely and targeted feedback to students and teachers on the teaching and learning processes. However, many of the tools and resources focused on providing such feedback (e.g., formative assessment) are aimed at helping students. However, formative assessment of teaching can be equally transformative for teachers and school leaders and is a key component of improved teacher practice. This project will refine, expand and validate a formative assessment tool called Math Habits Tool (MHT) for Kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students. The tablet or computer-based tool is intended for use with teacher leaders, principals, coaches, and others interested in assessing teacher practice in a formative way. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.
This project will continue the development of the MHT through: (1) the integration of an access component; (2) analysis of videos collected during prior studies covering a diverse set of classrooms across the K-8 spectrum; (2) a validation study using validity-argument approach and (3) the development, piloting, and refinement of professional development modules that will guide math educators, researchers, and practitioners in using the MHT effectively as a formative assessment of instruction. The revised MHT will be validated through analyses of video data from a range of K-8 classrooms with varying demographics and contexts such as socio-economic status, language backgrounds, gender, school settings (e.g., urban, rural, suburban), and race, with particular attention to increasing accessibility to mathematics learning by students who are traditionally underserved, including emergent bilingual students. The data analysis plan involves video coding with multiple checks on reliability, dimensionality analysis with optimal scaling, correlation analysis, and hierarchical linear modeling.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
Note:
When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external
site maintained by the publisher. Some full text articles may not yet be available without a
charge during the embargo (administrative interval).
Some links on this page may take you to non-federal websites. Their policies may differ from
this site.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The Using Technology to Capture Classroom Interactions project was a multi-year design and validation project focused on the Math Habits Tool, a standards-based instruction observation tool. This tool is unique in several ways: (1) it was collaboratively developed through decades of partnership between education researchers and practitioners; (2) the data collected is time-stamped linking specific student and teacher actions to when they occurred; (3) the focus is on formative assessment of instruction rather than summative rubrics or evaluations. The work during this grant contributed to the field's knowledge base by illustrating what a detailed validity argument could look for such an instrument. We developed innovative approaches to convert time-stamped data into forms usable in quantitative models and developed new approaches to interrater reliability. The focus on formative observation shaped our validation process to involve complementing traditional research-focused approaches with methods of collecting evidence from the teacher, school leaders, and professional development facilitators. Thus, we contribute to the field a thoughtfully and robustly developed observation tool and also new methods for others validating classroom observation tools.
The collaboration between both researchers and practitioners extended throughout the project. In addition to validating the tool, Teachers Development Group partnered with school districts across the country working with teachers and school leaders to use the Math Habits Tool to plan, observe, reflect, and refine instructional practice in mathematics classes. The tool's design for formative, rather than summative, assessment ensures that the tool is not used punitively but as a collaborative resource. Furthermore, its focus on students engaging in habits of mind (meaningful ways of mathematical reasoning) and interaction (meaningful mathematical discourse and engagement in each other’s ideas) promotes a classroom culture that centers student thinking and empowers them as doers of mathematics. This supports students in developing critical thinking and collaboration skills, equipping students for success in mathematics and beyond.
At the completion of the project, we have iPad and Android applications freely available on the app stores, a set of modules for training on its use, and in-person professional development trainings available through Teachers Development Group.
Last Modified: 12/16/2024
Modified by: Kathleen Melhuish
Please report errors in award information by writing to: awardsearch@nsf.gov.
