Empirical Research, STEM Teaching and Learning in Formal and Informal Settings: Strengthening Measurement Curriculum, Teaching, & Research

Principal Investigator: 
Project Overview
Background & Purpose: 

The proposed project will complete and report the capacity of current U.S. elementary written curricula to support students' learning length, area, and volume measurement and also explore what is required to put that knowledge to work to improve educational practice (curriculum and teaching). Comparisons with curricula from some other countries will be completed, and collaborations developed with other major U.S. research and development teams working on measurement.

Setting: 

Michigan State University and schools and districts around the state.

Research Design: 

This is a comparative study designed to generate descriptive and associative/correlational evidence. This project collects original data using diaries, personal observation, and systematic comparison of content of elementary math textbooks. In the analysis of written curriculum, we consider the presence of absence (frequency) of conceptual, procedural, and conventional elements of measurement knowledge cross textbook series (national and international). In the analysis of impact on teachers, we estimate the impact of our interventions from self-report and instructional change.

Findings: 

For length and area measurement, there are important deficits in the content of current U.S. curricula, especially in core conceptual content.

Other Products: 

We hope to influence current curricular content and design of professional development.