dynamic representations: democratizing access to important...
TRANSCRIPT
© 2015 SRI International
Dynamic Representations: Democratizing Access to Important Mathematics
Presented to
Jeremy Roschelle
November 9, 2015
Contact: [email protected]
This material is based on work supported by the National Science Foundation
under Grant No. 0437861. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the authors and do not
necessarily reflect the views of the National Science Foundation.
© 2015 SRI International
Democratizing Access to Important Math
Key Insight:
To develop conceptual understanding of math, learners connect visual representations that change in time.
Take Away Message:
Over 20 years of research on dynamic representations among diverse learners and varied settings provide strong evidence of efficacy and generalizability:
Dynamic representations increase opportunity to learn for all students
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Understanding Proportionality and Linearity
Critical to High School STEM Learning
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SimCalc’s dynamic representations teach
proportionality and linearity by connecting
graphs, motion, expressions, tables, stories
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Democratizing Access to the
Mathematics of Change
Research and Development Timeline 1992: Technology & Math Ed NCTM Handbook Chapter
1994: First SimCalc design research grant (NSF funded)
2004: Efficacy Research in 7th and 8th grade in Texas (NSF funded)
2007: Extension to Algebra II in Massachusetts (IES funded)
2009: Extension to Florida (Helios Foundation)
2011: Extension to England (Li Ka Shing Foundation, Nuffield Foundation, Royal Society Engineers)
2014: Validation in Florida (US Dept of Ed, I3 Program, Helios Foundation Progress Energy, CDW)
SRI actively seeking licensing and dissemination partners
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Founder:
Jim Kaput
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Texas Experiments Both 7th and 8th grade.
Rate, proportionality, linear function
Randomly assigned schools to either:
(T) integrated software, workbooks, teacher PD
(C) business-as-usual
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7th G Yr 1
7th G Quasi Exp
8th G
Schools 73 25 43
Teachers 95 30 56
Students 1621 1048 825
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Main Effect: Students Learned More with SimCalc
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7th grade 8th grade
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Equity: Results were robust for diverse students
In each comparison tested, students learned more with
SimCalc than students in the control condition
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Florida: Robust with African American populations
All populations have
similar learning gains.
Now conducting
massive validation
study with over 20,000
students in 6th, 7th,
and 8th grade (I3)
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Massachusetts: Algebra II students learn more
with Connected SimCalc
Source: Hegedus, Dalton & Tapper (2015)
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UK Expansion:
Four rigorous, challenging topics
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1. Linear Function
2. Writing Algebra Expressions
3. Geometric Similarity
4. Ratio
Over 125 London-area schools are using Cornerstone Maths
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Conclusion
A strong conceptual foundation in mathematics is crucial to
STEM learning and STEM careers.
All students can develop deeper conceptual understanding when they control visual representations that change in time.
NSF, IES and Philanthropic investment produced a strong base of strong evidence for integrated interventions:
• Efficacy
• Robustness with diverse populations
• Expansion to core mathematical topics in both middle and high school
More research is not needed: Dynamic representations work.
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© 2015 SRI International
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www.sri.com/education
Thank You
@Roschelle63
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