EDC Develops Special Issue of Journal of Science Education and Technology

Journal of Science Education and Technology

The new issue of Journal of Science Education and Technology, “Stories from ITEST: Inspiring Young People to Pursue STEM Careers,” Caroline Parkerspotlights findings from the trailblazing STEM education and workforce development efforts of National Science Foundation-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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Correct Answer, Wrong Question: Theory of Mind in a Mathematics Class

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Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. In this post, part  of a series that invites readers to take a look inside children's mathematics explorations and epiphanies, Paul challenges us to consider whether children are giving us the wrong answers OR we are asking children the wrong questions. 

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Library of Congress turns to EDC as Research Collaborator

Bill Tally

EDC is the key research collaborator for the Library of Congress Teaching with Primary Sources (TPS) program, which helps educators use its enormous collection of digitized primary source materials in the classroom. After helping pioneer TPS nearly 20 years ago, EDC has seen the program become the cornerstone of the educational outreach the Library of Congress conducts to all 50 states.

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EDC Team is Awarded 100Kin10 Fellowship

100Kin10 Logo

EDC is one of nine 100Kin10 partner organizations that have been awarded 100Kin10 Fellowships. A team including Eden Badertscher and Uma MacDowell was selected from a large pool of applicants—there are over 280 100Kin10 partners—to receive the Fellowship for their work on EDC’s National Science Foundation-funded project, Designing for Equity by Thinking In and About Mathematics (DEbT-M).

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Emma: Building Mathematical Structure in Kindergarten

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Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. This post is the third in a series in which Paul invites readers to take a look inside children's early mathematics thinking and learning. In the post, Paul shares a story about a surprising discovery he made while observing Emma, and challenges us with a question: "How can we run a school in a way that gives teachers the time and support to watch and listen actively and to recognize, understand, and help children build on the underlying mathematical ideas?"

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Ella in Kindergarten: Building on Strengths

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Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. In this post, part  of a series that invites readers to take a look inside children's early mathematics explorations and epiphanies, Paul discusses the rich mathematics learning that occurs when you follow children's leads and build upon their strengths. 

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