When students face a problem, they must be able to analyze it, stick with it even when they are stumped, and wisely weigh and choose solutions. EDC helps make sure that all students acquire a toolkit of problem-solving skills in mathematics class—logic, persistence, critical thinking—that prepares them for success in solving problems in the workplace and in life. With teachers as our partners in change, our goal is to make sure all students enjoy, and gain a deep understanding of and proficiency in, mathematics.
Our instructional designers and professional developers foster students' and teachers' development of mathematics habits of mind, and weave challenging math learning into every subject, from social studies and English language arts to explorations of computer science and engineering. Our systems change experts support leaders from schools, districts, and state departments of education in closing opportunity gaps and strengthening systems to support students and teachers.
Interested? Explore our projects, people, and publications, and contact us to find out how we can help you promote students’ mathematics proficiency and help them become fearless problem-solvers.
Assessing Secondary Teachers’ Algebraic Habits of Mind is developing tools to measure how teachers engage mathematics habits of mind when they do mathematics and use these habits in their teaching practice. Contact Sarah Sword or Al Cuoco.
CryptoClub Evaluation engages EDC in examining a program that includes an innovative curriculum and online platform that engages middle-schoolers in exploring cryptography while using math to make and break secret codes as part of games. Contact Leslie Goodyear.
Designing for Equity by Thinking in and About Mathematics is creating a community of mathematical practice in Pittsburgh devoted to closing the opportunity gap for marginalized high school mathematics students. Contact Eden Badertscher.
Finding Our Way Around is developing and studying tablet-based games and activities to help families promote children’s understanding of spatial concepts, reasoning, and math learning to prepare them for success in kindergarten and beyond. Contact Ashley Lewis Presser.
Games for Young Mathematicians is studying how EDC games, professional development, and family engagement resources can help teachers improve the early math learning and school readiness of children from low-income communities. Contact Kristen Reed, Jessica Young, or Heidi Rosenberg.
Interactive STEM, part of our R+P Collaboratory work, engages us in partnering with the Auburn, Maine, School Department and Maine researchers to improve student learning of mathematics in the early grades by integrating interactive mobile technologies such as iPads. Contact Pam Buffington.
iPuzzle: Transforming Mathematics Learning Through Social Puzzling has developed and is studying apps—Solve Me Mobiles—that use mathematical puzzles to strengthen the transition from arithmetic to algebra for middle school students. Contact Paul Goldenberg, June Mark, or Deborah Spencer.
Math for All Study and Sustainability Initiative engage us in conducting a randomized controlled trial to test the efficacy of a professional development program in which general and special education teachers collaboratively plan standards-based math lessons; with support from Chicago Mercantile Exchange Group Foundation we are also building the capacity of leaders to sustain the program with teachers. Contact Babette Moeller.
Strengthening Mathematics Intervention Classes is examining intervention classroom teachers' practices and challenges and designing professional development targeted to build their capacity to provide effective instruction to the struggling learners in their classes. Contact Amy Brodesky.
Transition to Algebra Study engages us in examining the implementation and impact of the Transition to Algebra curriculum in 35 treatment schools and 35 comparison schools to provide new insights into how it affects students’ attitudes and achievement and how teachers use and adapt the curriculum to enhance students’ outcomes. Contact Deborah Spencer.
Visual Access to Mathematics is drawing on over a decade of EDC research to design and test a blended learning model to support math teachers in mastering strategies to support English learners. Contact Johannah Nikula, Mark Driscoll, or Pam Buffington.