Research in Mathematics Education
Research in Mathematics Education is focused on access and equity for all children in mathematics, working directly with teachers, policy makers, and parents at the state, national, and international levels to systemically address and support the gaps in mathematics education.
For PhD Fellowship Opportunities, Click here.
This project will develop and evaluate the validity of universal screening assessment tools for Grades K-2 focused on two foundational and predictive early mathematics constructs, numeric relational reasoning and spatial reasoning. The primary goal of the Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR) within the Measures of Mathematical Reasoning Skills system is to help teachers determine students who are at-risk for difficulty in these constructs so that they can provide early intervention and prevent later difficulties. Read more...
Funder: National Science Foundation
The STEM Academy for Science Teachers & Leaders is focused on increasing student achievement in science, increasing student interest in STEM, and increasing students' persistence in STEM coursework. These goals will be achieved by supporting teachers' professional knowledge and skilss, and supporting campus administrators' instructional leadership skills.
Funder: The Texas Instruments Foundation
The Parent Math Training Pilot in Jamaica is a pilot program targeting parents in low-income communities in Jamaica to support their foundational mathematics knowledge by providing them with evidence-based learning materials. The intent of the project is to increase the number and quality of parents' mathematical interactions with their children at home.
Funder: Inter-American Development Bank and Jamaican Ministry of Education
The long-term goal of this model demonstration is to contribute empirical evidence on the effectiveness of a system of instructional practices for supporting the algebra-readiness of middle school students with specific learning disabilities in mathematics.
Funder: U.S. Department of Education Office of Special Education Programs
The Algebra 1 Universal Screener allows teachers to identify students at-risk for not meeting curricular expectations. The assessments are intended to be administered in the fall, winter, and spring, and results can guide teachers' instructional decisions. ARPM was developed to support teachers as they monitor their students' progress of algebra readiness knowledge and skills in Grades 6-8 within a Response to Intervention framework.
Funder: Imagination Station, Inc. (Istation)
The purpose of the Validity Studies is to gather evidence about the appropriateness of ISIP Math for making screening decisions for students in K-Grade 8. Evidence collected aligns to the Technical Standards as specified on the Center on Response to Intervention tools chart.
The purpose of the Validity Studies is to gather evidence about the appropriateness of ISIP Spanish Assessments for Grades PK-5. Evidence collected aligns with the Techical Standards as specified on the National Center for Response to Intervention (NC-RTI) tools chart for universal screeners and the Nationa Center on Intensive Intervention (NCII) tools chart for progress monitoring tools.
This project developed 10 item banks for the ISIP Math assessment system that includes both a universal screener and inventory assessment to identify and then support students struggling in mathematics in pre-kindergarten through eighth grade. The system can track student performance and provide teachers with valuable data to inform instructional planning decisions.
RME’s work with the Texas Education Agency (TEA) began in 2010 with the state's algebra readiness initiative for an assessment system aimed at identifying and supporting students at risk of not being ready for algebra in grades 2-8. The universal screeners and diagnostic assessments help teachers identify why students are struggling in key algebra-readiness content areas.
Funder: ESC XIII
RME partnered with the Texas Education Agency and Education Service Center XIII to revise and update the state's guidance document on Response to Intervention, innovatively delivered via a mobile app and website.
RME partnered with the University of Oregon on a strategic intervention on rational numbers in the middle school grades. The team developed 100 lessons delivered to small groups of students needing moderate to intensive intervention. This project is currently being pilot tested to examine the potential promise of increasing student achievement.
Funder: Institute of Education Sciences (IES)