This Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) memo includes recommendations and findings from the observations, teacher interviews, student surveys, and student assessments in fall 2020.
Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Summer 2022 Findings Memo
This memo includes initial efficacy study results of final year of the Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) study. It additionally includes implementation findings for this year of the study.
Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Fall 2021 Findings Memo
This memo includes results of data collection from the second cohort of Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) teachers from classroom implementation of CPR2 in fall 2021 and builds on the spring 2021 memo.
Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Spring 2021 Findings Memo
This memo includes results of data collection from classroom implementation of Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) content in spring 2021 (first cohort) and from Summer Institute 2021 (second cohort).
Designing for Diversity Part 2- The Equity and Inclusion Framework for Curriculum Design
In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles).
Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design?
This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.
Zearn Math Curriculum Study Professional Development Final Report
SRI and TERC conducted case studies of teachers participating in the Zearn Math Curriculum Study Professional Development to learn whether and how teachers’ participation in CS PD led to pedagogical content knowledge growth.
Investigating STEM Support and Persistence Among Urban Teenage African American and Latina Girls Across Settings
This study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls.
Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school
We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6–8.