| Title: |
Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units |
| Language: |
English |
| Authors: |
Kevin W. McElhaney; Nicola M. Hodkowski; Lauren H. McMahon; Jennifer Jacobs; William R. Penuel; Gabriella Anton; Kate Henson; Rochelle Urban; Daniel A. Parker; Digital Promise; University of Colorado Boulder (UCB) |
| Source: |
Digital Promise. 2025. |
| Availability: |
Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/ |
| Peer Reviewed: |
N |
| Page Count: |
36 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Gates Foundation |
| Document Type: |
Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Teachers; Science Teachers; Mathematical Logic; Interdisciplinary Approach; Science Instruction; Faculty Development; Instructional Effectiveness; Graphs; Middle School Students; Program Effectiveness; Teacher Attitudes |
| Abstract: |
This study responds to the need to support science teachers in deepening their students' engagement in mathematics reasoning. To address this need, we collaborated with two school districts to (1) explore how to support middle school science teachers to integrate mathematics into their science classrooms and (2) examine what students learned by deepening mathematics engagement during their science instruction. We worked with teachers who used OpenSciEd instructional materials, which integrate opportunities for mathematical reasoning as students work with data to explain science phenomena. The research team designed professional learning experiences and resources aimed to help teachers deepen their mathematics knowledge, support students' mathematical reasoning, and modify instructional materials to enhance connections to mathematics. We developed a student mathematics assessment, administered teacher surveys, conducted teacher interviews, and observed classroom instruction. Broadly, our study indicates that teachers can enhance student engagement in mathematics during phenomenon-based science instruction, given access to appropriate resources and support. In addition, our findings identify features of instruction that were successful in deepening students' mathematics engagement. These findings inform recommendations for diverse interest holders to support mathematical reasoning in science classrooms. [This report was produced in collaboration with OpenSciEd.] |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
ED678877 |
| Database: |
ERIC |