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Advancing Math Motivation, Engagement and Persistence: Insights from Digital Interventions and Research-Practice Partnerships
Wed, April 8, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 515ASession Type: Structured Poster Session
Abstract
This interactive poster session features multiple research-practice partnerships from a national Collaboratory, focused on designing and implementing digital strategies to close math learning gaps. This session will present multiple perspectives on defining, measuring, and promoting student motivation, engagement and persistence as a key lever for advancing rigorous and equitable math experiences and outcomes for Black, Latinx and poverty-affected students.
Sub Unit
Chair
Papers
Supporting Collaboration and Co-navigating Tensions around Motivation, Engagement, and Persistence in Mathematics Education within a Collaboratory - Corinne Singleton, Menlo Education Research; Britte Haugan Cheng, Menlo Education Research; Ann Edwards, West Ed; Tiffany L Clark, Menlo Education Research
Co-Designing Digital Clinical Simulations with Students of Color to Support Equitable Mathematics Instruction - Pelin Jackson, Boston University; Juliana Isabela Ayala, Boston University; Arielle Vargas, Boston University; Gregory Benoit, Boston University; Erin Barno, ETS
What are Student Designers taking away from the Process of Making AEM Sims - Pelin Jackson, Boston University; Juliana Isabela Ayala, Boston University; Arielle Vargas, Boston University; Gregory Benoit, Boston University; Erin Barno, ETS
Use of a Collaborative Digital Math Curriculum to Teach for Belonging and Engagement - Sara McAlister, New York University; Erika Abarca Millán, New York University
Digital Math Curriculum to Foster Belonging and Engagement: Teacher Moves and Student Outcomes - John Sludden, New York University; Cheri Fancsali, Research Alliance for New York City Schools
Enhancing Engagement and Learning Through Interactive Conceptual Learning Tools for Mathematics - Steven Ritter, Carnegie Learning, Inc.; April Murphy, Carnegie Learning, Inc.
From Exit Tickets to End-of-Year Outcomes: Predictive Validity of AI-Scored Student Work in Middle School Math - Selena Castro, EdLight; Teryn Thomas, EdLight; Nathaniel Schwartz, Brown University; Kate Larned, Annenberg Institute at Brown University; Yuno Hamaguchi, Annenberg Institute at Brown University; Olga Pagán, RPPL, Annenberg Institute at Brown University; Michel Meneses, EdLight; Lindsay Looft, EdLight