Dynamic Representations: Democratizing Access to Important...

© 2015 SRI International

Dynamic Representations: Democratizing Access to Important Mathematics

Presented to

Jeremy Roschelle

November 9, 2015

Contact: Jeremy.Roschelle@sri.com

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.

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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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www.sri.com/education

Thank You

@Roschelle63

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