ITEST is a program that promotes PreK-12 student interests and capacities to participate in the science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) workforce of the future. To achieve this objective, ITEST supports the development, implementation, and selective spread of innovative strategies for engaging students in experiences that:
The Directorate for Social, Behavioral and Economic Sciences (SBE) supports research in many areas associated with our evolving world, including fundamental research on human behavior and surrounding social, economic, and natural environments. Research supported in SBE advances the understanding of people, social organizations and society in a changing world where there are new opportunities for human interconnectedness as well as challenges that affect the ability to live healthy and productive lives.
Please join the STEM Education Coalition for a virtual briefing for Congressional staff and federal agency officials that will explore the impacts of the COVID-19 crisis on current and long term trends in the education and workforce development of technicians in the science, technology, engineering, and math fields. Our panelists will bring a wide range of perspectives across multiple industries as we feel our way through the current climate and what it portends for these in-demand skills and future jobs.
The purpose of the Research on Emerging Technologies for Teaching and Learning (RETTL) program is to fund exploratory and synergistic research in emerging technologies (to include, but not limited to, artificial intelligence (AI), robotics, and immersive or augmenting technologies) for teaching and learning in t
Mathematical Immersion for Secondary Teachers (MIST) is a professional development course designed to give participating teachers an opportunity to explore mathematics as learners. Over the course of nine 2.5-hour sessions, teachers will work collaboratively on problems that build or deepen their own mathematical content knowledge. They will also engage in reflection and discussion of this experience and make connections to their teaching practices.
Students with disabilities and difficulties experience pervasive challenges in mathematics and exit the STEM pipeline early in their lives, significantly narrowing their future academic and career options. As a result, the potential contributions these individuals bring to mathematics and to STEM fields more generally may never be recovered. Addressing this issue requires that educators move from a deficit-model of disabilities to asset-based approaches that engage and empower students in learning significant mathematics.
More than 140 rural and urban students with learning disabilities and difficulties, grades 4-6, use an innovative, integrated curriculum to bolster engagement in and conceptual understanding of fraction concepts and interest in STEM and ICT careers.
More than 700 elementary-aged children in urban emergent communities will explore how Digital Mathematics Storytelling can document, share, and showcase the rich mathematical fraction knowledge that exists within their own communities and families.
In September 2015, with support from the National Science Foundation (DRL-1514726), TERC and the Institute for Learning Innovation launched the Math in the Making project to engage the field in discussions about the relationships between mathematics and making and, in particular, to consider how integrating the two might both enrich making experiences and support mathematical learning and interest development for children and adults.