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Item A Framework for Equity Centered Co-Design(2022-03-04) DePiro, Allison, Winger, Aris, Rhodes, Sam, & Sethuraman, SheelaItem Building Research Programs on a Foundation of Equity(2022-09-23) Michelle Tiu, Adam Smith, Deb Lindo, Jeannette Franklin, Jenny Bradbury, Karin LangeItem Centering Student and Educator Voice and Expertise in Inclusive, Equity-Centered Research and Development(2023-04-13) Aubrey Francisco, Karin Lange, Adam Smith, Maria Benzon, Allison DePiro, Caroline Hornburg, Amanda Mayes, Audrey Diaz, Danielle Letts, Sandra KunzeInclusive R&D is an equity-centered, inclusive process for developing innovative research programs in partnership with students, educators, families, and communities. This symposium will showcase specific results of two R&D projects - CueThinkEF+ and Our Mathematical World - and an analysis of six projects actively engaging students and educators in Inclusive R&D. The CueThinkEF+ team will share the process and outcomes of deeply integrating teacher expertise as they sought to develop and improve a web-based learning system focused on rich mathematics problem solving and discourse. Then, the Our Mathematical World team will share their journey in the development of a mathematics curriculum overlay in which 3rd-5th grade students design stories that center themselves as strong mathematical problem solvers.Item Community Garden for Advanced Inclusive R&D Report Opportunity Studies 2023(2024) Garron Hillaire, Chris Liang-Vergara, Marisa Gomez, Yasmene Mumby, Malvika Bhagwat, Alex Casillas, Tadria Cardenas Rico, Dan Carroll, Leona Christy, Imani Goffney, Lacey Robinson, Awilda Rodriguez, Elena Sanina, Brian K. Smith, Maya Valencia Goodall, Ash Vasudeva, Jaya Yoo, Deborah Ball, Tarik Buli, Theodore Chao, Lisa Flores, Donna Y. Ford, Julia Freeland Fisher, Nidhi Hebbar, Owen Hinds, Kevin Hudson, Xiomara Iraheta, Madison Jacobs, Dawan Julien, Katherine Lebioda, Dallas Lee, Kim Lijana, Tanya Maloney, Matt McQuillen, Maxine McKinney de Royston, Norma Ortiz McCormick, Dennis Pooler, Gabriela Rivera, Jennifer Turner, Jose Vilson, Jessica Bee, Hodari Davis, Holly Hofmann, Joy Kayode, Nathalie Lopez, Kourtnie Nunley, Alan Oviedo, Elena Scheiner, Harrison Schell, Sara Skvirsky, Jittaun Taylor, Anissia West, Melina UncapherStudents who are Black and Latino and all students who are experiencing poverty are disproportionately impacted by educational inequity. For every student to emerge as a global leader, educational research and development (R&D) must follow new and boldly transformative practices. Greater transparency for pre-funded research ideas would make funding decisions more equitable, reduce redundant efforts, break down silos, and increase collaboration. Inclusive educational R&D can develop underrepresented leaders, protect their intellectual property, and help them pursue breakthrough ideas, which often emerge from uncommon conversations. When supported by community evaluation, Advanced Inclusive R&D can demonstrate promising levels of quality, craft, and potential impact. We gathered a passionate community of experts who are committed to reshaping education over the next 10 to 20 years. They became the AERDF Community Garden. Using our Advanced Inclusive R&D process, we uncovered research opportunities connected to three focus areas that affect educational inequity: income inequality, sustainable teaching, and student-centered learning. This report explains the process we used to identify fundable initiatives and includes six example Opportunity Studies. Knowledge is powerful. Advanced Inclusive R&D is a call to coordinate research efforts and expand our collective knowledge. We must work collaboratively to support all youth and the future of our nation.Item Conceptual Understanding, Executive Functions, and Equity: 3 Areas for Big Change in the Classroom(2023-10-25) Adam Smith, Kai Ivory, Megan Brunner, Aubrey FranciscoDeep conceptual understanding and complex problem solving skills are important for students’ math success. Learn how equity-centered practices infused with strategies to strengthen and support students’ Executive Function skills come together to support powerful math learning for all students. Participants will leave this session with a deeper understanding of how to develop students’ conceptual understanding and complex problem solving skills through infusing equity-centered practices and strengthening and supporting their executive function (EF) skills. This session will dig deep into equity-centered practices designed to support a classroom culture that honors and is responsive to students’ backgrounds, experiences, cultures and knowledge, and centers the ways in which we can specifically attend to ensuring that that all students attain high levels of mathematics achievement. This session posits that Centering complex problem solving and deep conceptual understanding is an equitable practice often unafforded to historically marginalized students. Additionally, this session will help teachers see all of their students as capable learners and build strategies to strengthen and build their students’ Executive Function skills as means to build student confidence and agency.Item Creating Tools for Equitable Research and Development(2022-09-24) Melina Uncapher, Ryan Baker, Yun-En Liu, Richard Prather, Geetha Ramani, Adam SmithThe EF+Math Program supports four Applied Research teams developing new tools for assessing and monitoring executive functioning and math skills for use in the field. Technical innovations developed by the Applied Research teams are meant to be modular solutions that can work across multiple learning systems and make student learning visible to guide actionable next steps for learning. Further, these innovations are specifically designed to increase the capacity of developers to provide reliable and useful data for Black students, Latinx students, and all students experiencing poverty. This panel discussion at the Society for Research on Educational Effectiveness conference features a moderator from the EF+Math Program, researchers from the four Applied Research teams, and the EF+Math Program’s Designing for Equity Manager, as they share their process in designing these new tools through an equity lens.Item Cultivating Mathematicians: When DEI Drives Design(2022-09-30) Skaggs, K.MIND Research Institute blogs highlight best practices in math education, blended learning and innovative learning strategies that inspire students at all ages. The blog Cultivating Mathematicians:When DEI Drives Design features the work we are doing with MathicSTEAM.Item Developing Education Products with Equity at the Center: Learnings from the EF+Math Program(2021) EF+Math ProgramItem EF+Math Collection of Resources(2021) EF+Math ProgramIn this document, the EF+Math team shares readings and resources provided to participants in the Facilitated Team Development process (a track we created to allow individual participants to find team members and co-create multi-disciplinary EF+Math proposals together).The lists are not meant to be exhaustive but rather help provide relevant perspectives and background materials for you to generate big ideas at the intersection of equity, executive functions, and mathematics. Please also see our recently published primer for a consolidated perspective on relevant research findings.Item Elevating Effective Mathematics Teaching Strategies to Support Executive Function Skills via Equity Approaches(2023-07-18) Kai Ivory, Megan BrunnerItem Embedding an Equity Orientation in Pursuit of Evidence of Educational Improvement(2023-09-30) Megan Brunner, Michelle Tiu, Adam Smith, Karen Douglas, Alex ReschThis EF+Math presentation from the Society of Research on Educational Effectiveness (SREE) 2023 conference focuses on how to determine what counts as equitable evidence of educational improvement. EF+Math shares its efforts to create an environment in which evidence is contextualized in ways that align with commitments to equity.Item Evidence-based Designs for Physically Active and Playful Math Learning(Theory into Practice, Taylor & Francis, 2023-05-08) Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, Vanessa Noemy Bermudez, Susana Beltrán-Grimm, Evelyn Santana, Kreshnik Begolli & Andres Sebastian BustamanteIn this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities.Item Executive Functions, Mathematics, and Equity: A Primer(2021) EF+Math ProgramItem Exploring Factors Influencing Success in Mathematical Problem Solving(2023) Rhodes, S., Bryck, R., Gutierrez de Blume, A., DePiro, A.We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency.Item Fraction Ball: Playful and Physically Active Fraction and Decimal Learning(American Psychological Association, 2022) Bustamante, Andres S., Begolli, Kreshnik N., Alvarez-Vargas, Daniela, Bailey, Drew H., Richland, Lindsey E.This study tested a novel approach to capitalizing on the benefits of play for informal math learning. Two experiments evaluated a platform called “Fraction Ball,” that provides an embodied, playful, and physically active learning experience by modifying the lines on a basketball court to support rational number learning. In the Pilot Experiment, 69 fifth–sixth graders were randomly assigned to play a set of four different Fraction Ball games or attend normal physical education (PE) class and completed rational number pretests and posttests. After strategic improvements to expand the intervention, the same protocol was implemented in the Efficacy Experiment with 160 fourth–sixth graders. Playing Fraction Ball for four PE class periods (Pilot Experiment) improved students’ ability to convert fractions to decimals. Playing a revised version of six different Fraction Ball games for six PE class periods (Efficacy Experiment) significantly improved children’s rational number understanding as reflected by higher scores in overall accuracy, with positive impacts on several subtests. Fraction Ball represents a low-cost, highly scalable intervention that promotes math learning in a fun and engaging approach. (PsycInfo Database Record (c) 2023 APA, all rights reserved)Item Fueling an Inclusive R&D Approach to Education Research and Development(2022-10-17) Melina Uncapher, Aubrey Francisco, Enid Rosario, Karin Lange, Deb Lindo, Tyron Young, Andres Bustamante, Karina Rodriguez, Diana TorresItem Improving Math Learning with Executive Function Skills and Inclusive R&D(2023-10-24) Adam Smith, Megan Brunner, Karin LangeEF+Math, a community of researchers, developers, educators, and students, is developing research-informed mathematics learning approaches for grades 3-8 that combine executive function (EF) skills, conceptual understanding and multi-step problem solving, and equity. After three years of Inclusive R&D, preliminary data suggest many of our approaches are improving mathematics learning. We are simultaneously increasing knowledge of the relationship between mathematics learning and EF skills. The attention to equity and educator voice in the R&D process is producing approaches that are aligned with classroom practice. This session will engage participants in examining the findings from a portfolio thematic analysis, with perspectives from various teams, including both educators and researchers. We will then discuss the implications and applications of this work with all session participants, focusing on promising opportunities for integrating EF and equity within math learning experiences, and ways researchers and educators can collaborate together to do so.Item Improving Measurement Practices through Equity-Forward Instrument Adaptation(2023-09-30) Adam Smith, Megan Brunner, Michelle Tiu, Ryan BakerItem People, Process, and Penguins: Designing Math Experiences(2021-10-13) Coffey, B., Ching, A., Young, T., & Feldmann, M.Our latest episode features a recent panel discussion about MIND's design approach to ST Math and other learning experiences we create for schools, students and families. Co-hosts Senior Academic Director Brian Coffey and Curriculum Developer Alyssa Ching interview our VP of Curriculum & Instruction Twana Young and VP of Product Matt Feldmann about user feedback, neuroscience, designing for all students, and of course, our beloved penguin JiJi.