Mathematical sciences

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Shuchi Grover — Wed, 01 May 2024 17:45:01 +0000

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Shuchi Grover Wed, 05/01/2024 - 13:45

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The proposed work leverages AI to empower teachers with new capabilities for interactive assessment creation using natural language through partnering with LLM tools for code generation. The project uses ALICE, an LLM trained to generate code for complex math problems using natural language prompts.

Pillar 2: Partnerships for Career and Workforce Preparation.

The project is a partnership between Indiana University's Math department, mathematics teachers from high schools enrolled in IU's Advance College Project dual-enrollment program, and Looking Glass Ventures, an NSF SBIR-funded R&D organization that has developed edfinity.com, a math homework system, with tranformative AI features.

Pillar 3: Strategies for Equity in STEM Education

Teacher shortage is most sorely felt in high school math classrooms in rural and under-resourced urban school districts. By empowering teachers to team with AI to create formative assessments relevant to their classroom needs and students' contexts, they can better support the teaching and learning process in their classrooms.

Discipline(s)

Mathematical sciences

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Educators

Project Setting(s)

Formal Education

Category

RAPID

Digital Mathematics Storytelling in Newcomer Communities

Theodore Chao — Fri, 26 Apr 2024 06:24:01 +0000

Digital Mathematics Storytelling in Newcomer Communities

Theodore Chao Fri, 04/26/2024 - 02:24

Digital Mathematics Storytelling in Newcomer Communities

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The children in the project engaged in Digital Mathematics Storytelling. This meant that they had to write and digitally record an audio narrative. Then, they had to storyboard, film, and then edit the visual narrative. And finally, they had to edit it all together into a cohesive video or story. Through this, the children were engaged in innovative use of technologies in the ways they collaborated, planned, shot, and edited their final stories.

Pillar 2: Partnerships for Career and Workforce Preparation.

Throughout the Superhero Digital Mathematics Storytelling camp, children were able to explore the ways media literacy connected to potential careers. The children worked with professional media and content creators to write and record their narratives, plan out their story, and ultimately, shoot and edit their final product. This exposure to critical digital literary skills helped these children, aged 7-14, develop quick expertise in digital content creation and learn how digital media professionals operate.

Pillar 3: Strategies for Equity in STEM Education

This camp centered on children who are marginalized in their school mathematics settings because of linguistic, cultural, or socioeconomic barriers. We emphasized mathematics play and problem solving and how these can help children connected back to their community and family funds of mathematical knowledge. And because many of the participants were reluctantly displaced from their homeland, this emphasis on mathematics helps them only develop a long-term positive mathematics identity.

Discipline(s)

Mathematical sciences

Target Gradespan(s)

Elementary school (K-5)

Target Participant(s)

Youth / students

Project Setting(s)

Informal Education

Category

Youth-Based

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton — Thu, 25 Apr 2024 18:11:48 +0000

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton Thu, 04/25/2024 - 14:11

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

As a retrospective effort, this project employs a recently emerging tool called epistemic network analysis (ENA) to help build richer understandings of the reflections that YSP alums shared. This is an advanced methodological tool that current ITEST projects are encouraged to explore. Experiences of the alums heavily involved innovative technologies of the 1990s!

Pillar 2: Partnerships for Career and Workforce Preparation.

As a retrospective effort, this project explores how the many partnerships at the time – and there were many across major technology firms, scientific laboratories, and universities – helped shape an awareness by participants of opportunities for STEM career pathways. At the time, field trips proved the most common form of partnership. They were eye-opening and contributed to the holistic approach of the program nationally.

Pillar 3: Strategies for Equity in STEM Education

One aspect of this retrospective study involves documenting the many ways that faculty nationwide sought to insure and build equity. One principal strategy involved careful attention in recruiting in ways that actively sought to broaden participation in coming alongside STEM professionals, and actively promoted building a more inclusive STEM workforce. And, the holistic and asset-based approach of YSP PIs treated STEM fields as natural and accessible to middle and secondary students.

Discipline(s)

Computer and informational technology science

Engineering

Interdisciplinary

Life sciences

Mathematical sciences

Physics and astronomy

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Project Setting(s)

Informal Education

Category

Exploring Theory and Design Principles (ETD)

Scaling, Expanding, and Iterating Innovations (SEI)

Synthesis

EAGER

Research Study

St. Elmo Brady STEM Academy

Jerrod Henderson — Wed, 24 Apr 2024 21:41:56 +0000

St. Elmo Brady STEM Academy

Jerrod Henderson Wed, 04/24/2024 - 17:41

St. Elmo Brady STEM Academy

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Weekly, youth participate in hands-on engineering design activities that engage them with technology by building with the engineering design process as their framework. In addition to building innovative solutions to the weekly engineering design challenge, they also become ongoing users of standard tools used in STEM labs and industry (e.g., beakers, scales, lab notebooks). Recent activities have included windmill design, shoe design, and polymer exploration.

Pillar 2: Partnerships for Career and Workforce Preparation.

By partnering with local companies, we emphasize the possibilities of engineering careers. We include industry partners by (1) inviting them to volunteer during Saturday sessions, (2) inviting engineering professionals to serve as Scientist of the Week, and (3) highlighting the span of careers available at their companies (e.g., those that require certificates, two-year degrees, and bachelor's and advanced degrees). Participants get to interact with industry representatives and ask about their careers.

Pillar 3: Strategies for Equity in STEM Education

SEBA uses assets-based approaches and embeds equity throughout the program design. We are implemented in two of Houston’s most diverse areas, thus connecting us to families who are historically underrepresented and underserved in STEM Education. Mentors are from similar backgrounds as participants. Mentors are paid to support them if they have to work to pay for school and trained in culturally responsive pedagogy to support the formation of strong relationships with participants.

Discipline(s)

Chemistry

Engineering

Life sciences

Mathematical sciences

Physics and astronomy

Target Gradespan(s)

Elementary school (K-5)

Target Participant(s)

Youth / students

Parents / caregivers / families

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Native Hawaiian/Pacific Islander participants

Project Setting(s)

Informal Education

Category

Developing and Testing Innovations (DTI)

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Rebecca Ellis — Wed, 24 Apr 2024 18:47:23 +0000

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Rebecca Ellis Wed, 04/24/2024 - 14:47

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The project is refining the StoryQ app and developing a Markov Chain model app to help students visualize text classification and text generation AI models. The use of these models is integrated into secondary disciplinary courses for maximum access and relatability.

Pillar 2: Partnerships for Career and Workforce Preparation.

By leveraging the intrinsic connections between AI and disciplines already taught in schools, the project envisions a series of learning opportunities, presenting discipline-specific scenarios for students to dive deep into aspects of AI and to develop awareness and interest in various AI applications and careers.

Pillar 3: Strategies for Equity in STEM Education

This project will create an effective, scalable, and sustainable exemplary program for high school students, especially those underrepresented and underserved in the field of AI, to develop foundational knowledge of AI and interest in AI-rich careers.

Discipline(s)

Computer and informational technology science

Data Science

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Interdisciplinary

Mathematical sciences

Other

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Black/African American participants

Hispanic/Latino participants

Students eligible for free lunch or reduced-price lunch

Project Setting(s)

Formal Education

Category

Developing and Testing Innovations (DTI)

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Adan Escobedo Sanchez — Wed, 24 Apr 2024 16:18:05 +0000

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Adan Escobedo … Wed, 04/24/2024 - 12:18

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Project eSPAC3 innovatively utilizes Minecraft: Education Edition to foster spatial computational thinking and awareness of computationally-intensive careers among upper-elementary students, with a focus on celebrating Latinidad. Through culturally relevant experiences, family engagement, near-peer mentorship, and expert modeling via career videos, it creates an immersive, collaborative, and empowering learning environment.

Pillar 2: Partnerships for Career and Workforce Preparation.

Project eSPAC3 partners with Latin@ professionals to create career videos, showcasing real-world applications of spatial computational thinking. Additionally, eSPAC3 works with San Diego Workforce Partnership to provide resources and connections with professionals, enhancing workforce preparation.

Pillar 3: Strategies for Equity in STEM Education

Project eSPAC3 promotes equity in STEAM education through culturally relevant content, family engagement workshops, and near-peer mentorship. It emphasizes Latinidad, celebrates cultural wealth, and incorporates students' funds of knowledge.

Discipline(s)

Computer and informational technology science

Engineering

Interdisciplinary

Mathematical sciences

Target Gradespan(s)

Elementary school (K-5)

Target Participant(s)

Youth / students

Educators

Parents / caregivers / families

Hispanic/Latino participants

English learners

Students eligible for free lunch or reduced-price lunch

Project Setting(s)

Formal Education

Informal Education

Category

Research Study

Youth-Based

Welcome to the World Smarts STEM Challenge!

Amaris Mohammad — Wed, 24 Apr 2024 13:17:14 +0000

Welcome to the World Smarts STEM Challenge!

Amaris Mohammad Wed, 04/24/2024 - 09:17

Welcome to the World Smarts STEM Challenge!

Pillar 1: Innovative Use of Technologies in Learning and Teaching

World Smarts provides students with an opportunity to utilize and engage with educational technologies that support communication, collaboration and simulate global workforce environments and scenarios. The official program tools include Canvas – Instructure, Pronto, Flipgrid, Zoom and Microsoft Teams. The program also offers and encourages students to use other school-approved tools for increased accessibility and usability considering each classroom setting and context. Educators are trained on how to use these tools.

Pillar 2: Partnerships for Career and Workforce Preparation.

The project engages school partners and STEM professionals to support students’ engagement throughout the exchange. Partnerships with schools aid the facilitation of student supports, e.g. community services hours for career development. STEM professionals serve as mentors, guest speakers, and consultants to inspire students’ STEM learning, provide technical advice, and offer insights on pursuing STEM/ICT careers. Students prepare and present at an expo where they practice public speaking to a diverse global audience.

Pillar 3: Strategies for Equity in STEM Education

A robust outreach plan and recruitment strategy engages educators and students from diverse and underrepresented backgrounds, including Black, Hispanic, economically disadvantaged and female students. Outreach to public schools includes showcasing diverse role models and collaborating with industry for real-world experiences. Educators engage in IREX-led training focused on implementation, inclusive facilitation methods, and fostering an environment that recognizes and respects diverse learning styles.

Discipline(s)

Chemistry

Computer and informational technology science

Data Science

Engineering

Environmental sciences

Geosciences

Interdisciplinary

Life sciences

Mathematical sciences

Physics and astronomy

Other

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Girls (or women)

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Native Hawaiian/Pacific Islander participants

English learners

Students eligible for free lunch or reduced-price lunch

Participants with disabilities

Other

Project Setting(s)

Formal Education

Informal Education

Other

Category

Developing and Testing Innovations (DTI)

Scale-Up

Youth-Based

Shark Tank for Math Learning

Erin Krupa — Wed, 24 Apr 2024 02:06:31 +0000

Shark Tank for Math Learning

Erin Krupa Tue, 04/23/2024 - 22:06

Shark Tank for Math Learning

Pillar 1: Innovative Use of Technologies in Learning and Teaching

As students engage in Design & Pitch Challenges they utilize various technologies for the learning of rich mathematics content. These include, but are not limited to: spreadsheets, TinkerCad, Desmos, GeoGebra, and Datawrapper.

Pillar 2: Partnerships for Career and Workforce Preparation.

Entrepreneurship and the D&P Challenges in STEM offer a solution to STEM workforce development by exposing students to opportunities for using STEM to develop innovative solutions to socially, personally, and culturally relevant problems. Additionally, through identifying diverse challenge champions and entrepreneurial mentors, the D&P Challenges give students, especially those students who are from populations underrepresented in the STEM workforce, access to careers they may not have previously considered.

Pillar 3: Strategies for Equity in STEM Education

D&P is pioneering a new curricular form for high schoolers that leverages entrepreneurship to 1) increase students’ engagement and learning in STEM, 2) integrate flexible and inclusive STEM career connections, and 3) broaden participation in STEM fields and careers, particularly for rural and female students and students of color.

Discipline(s)

Mathematical sciences

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Girls (or women)

Black/African American participants

Hispanic/Latino participants

Project Setting(s)

Formal Education

Informal Education

Category

Developing and Testing Innovations (DTI)

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Kenia Wiedemann — Tue, 23 Apr 2024 19:56:39 +0000

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Kenia Wiedemann Tue, 04/23/2024 - 15:56

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Pillar 1: Innovative Use of Technologies in Learning and Teaching

StoryQ is a web-based tool that integrates text mining with narrative modeling to teach artificial intelligence (AI) concepts. Requiring no local installation, it enables students to access and use it from any internet-connected computer. The activities blend traditional subjects such as mathematics and language arts with computing, making AI accessible and relatable.

Pillar 2: Partnerships for Career and Workforce Preparation.

This project advances STEM and ICT workforce development, emphasizing AI’s impact on future careers. By partnering with educational institutions and industry leaders, we create authentic learning environments where high school students explore AI through text mining, developing essential skills for tech-driven careers. Our collaborative efforts involve designing research-based curricula that integrate real-world AI applications, ensuring students are well-prepared for a technology-centric workforce.

Pillar 3: Strategies for Equity in STEM Education

Our project prioritizes equity in STEM by tailoring the StoryQ curriculum to meet the needs of underrepresented groups. Through partnerships with community organizations and teachers, we ensure our AI tools and content are widely accessible and engaging. Our approach includes targeted recruitment, inclusive teaching methods, and culturally relevant curricula, all designed to empower a diverse student body to explore AI-driven careers.

Discipline(s)

Computer and informational technology science

Data Science

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Mathematical sciences

Other

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Project Setting(s)

Formal Education

Informal Education

Other

Category

Developing and Testing Innovations (DTI)

Transforming teaching mathematics with culturally relevant coding activties

Irina Lyublinskaya — Sun, 21 Apr 2024 23:27:00 +0000

Transforming teaching mathematics with culturally relevant coding activties

Irina Lyublinskaya Sun, 04/21/2024 - 19:27

Transforming teaching mathematics with culturally relevant coding activties

Pillar 1: Innovative Use of Technologies in Learning and Teaching

In the classrooms, the teachers are developing an understanding of how to support students to problem solve through robot coding while engaging students in rich and mathematically meaningful activities that reflect key principles of culturally-relevant mathematics pedagogy. One example of this is in a lesson where students practice measurement and calculations of area in the context of serving as architects of a new playground. In doing measurements and drawings to test results with the Finch robot, students test their

Pillar 2: Partnerships for Career and Workforce Preparation.

Our project addresses STEM workforce development in two ways: 1) using robots in math exposes students to the simpler version of tools adults use in STEM careers - our partner, Vision Education & Media (VEM), a community-based STEM education organization, provided mentors that support teachers and students in the classrooms., and 2) culturally relevant pedagogy and guest lectures by STEM professionals of color helps students forming math identities in imagining future STEM careers.

Pillar 3: Strategies for Equity in STEM Education

Using culturally relevant mathematics coding activities will reveal cultural wealth of Black and Latinx students and improve their knowledge and attitudes toward math building foundation for interest and success in future STEM careers. The project led to development of teacher professional learning communities in two schools with large percentages of underserved students. These teachers will be affecting more and more students in diverse NYC neighborhoods beyond the length of the project.

Discipline(s)

Mathematical sciences

Target Gradespan(s)

Elementary school (K-5)

Target Participant(s)

Youth / students

Educators

Girls (or women)

Black/African American participants

Hispanic/Latino participants

English learners

Students eligible for free lunch or reduced-price lunch

Participants with disabilities

Project Setting(s)

Formal Education

Category

Developing and Testing Innovations (DTI)

Mathematical sciences

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Shaping Narratives for Teacher Empowerment and Augmenting Math Teaching with AI (TEAM AI)

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Empowering Math Teachers with an AI Tool for Auto-Generation of Technology-Enhanced Assessments

Digital Mathematics Storytelling in Newcomer Communities

Digital Mathematics Storytelling in Newcomer Communities

Digital Mathematics Storytelling in Newcomer Communities

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Digital Mathematics Storytelling: Fraction Stories from Urban Emergent Communities

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Peering a generation into the future: NSF's Young Scholars Program and the nation’s STEM workforce

St. Elmo Brady STEM Academy

St. Elmo Brady STEM Academy

St. Elmo Brady STEM Academy

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Enhancing Underrepresented Student Engagement in STEM through Mentoring and Family Involvement

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Integrating language-based AI across the curriculum to create diverse pathways to AI-rich careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Integrating Language-Based AI Across the High School Curriculum to Create Diverse Pathways to AI-Rich Careers

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Project eSPAC3: Celebrating Latinidad to Develop Spatial Computational Thinking Skills

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

A Culturally Relevant Approach to Spatial Computational Thinking Skills and Career Awareness through an Immersive Virtual Environment

Welcome to the World Smarts STEM Challenge!

Welcome to the World Smarts STEM Challenge!

Welcome to the World Smarts STEM Challenge!

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Exploring Key Predictors of STEM/ICT Career-related Outcomes Using the World Smarts STEM Challenge Model that Incorporates Global Engagement and Mentorship

Shark Tank for Math Learning

Shark Tank for Math Learning

Shark Tank for Math Learning

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Design and Pitch Challenges in STEM: Merging Entrepreneurship and Mathematics Learning

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Narrative Modeling with StoryQ - Linking AI, Language, and Science

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Narrative Modeling with StoryQ: Integrating Mathematics, Language Arts, and Computing to Create Pathways to Artificial Intelligence Careers

Transforming teaching mathematics with culturally relevant coding activties

Transforming teaching mathematics with culturally relevant coding activties

Transforming teaching mathematics with culturally relevant coding activties

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Promoting learning and interest in mathematics for urban Black and Latinx children through culturally relevant daily robot coding activities