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A design-based research project studying how best to integrate data practices into high school science, particularly biology.

Explore the impact of ambient stimuli on cognitive tasks in virtual reality. Discover how VR can empower neurodivergent learners for better attention control. Insights and design recommendations revealed.

TERC, in partnership with the John D. and Catherine T. MacArthur Foundation, invites high school teachers to apply for a one-week, all-expenses-paid institute on the beautiful coast of Maine, Sun 21-Sat 27 July 2024. Application deadline is March 4th 2024.

This article examined 38 programs aiming to broaden participation in undergraduate STEM education using an equity-minded HIP framework. Explore the findings and discover essential recommendations for researchers and funders to implement equity-minded practices to broaden participation.

Empowering Latinx Families with Math

A new book by TERC researcher Jodi Asbell-Clarke, PhD, MA, MSc,  Reaching and Teaching Neurodivergent Learners in STEM, is now available for educators, administrators, and others with an interest in neurodivergent learners.

A research and development project that explores the potential for engaging students in investigations of real-world civic datasets in ways that align with and support middle school social studies content.

A place for educators to reflect on and discuss equity, access, identity, and agency in the elementary mathematics classroom.

Engaging Latinx parents as research partners, to leverage informal family engineering activities that boost preschoolers’ executive function skills.

In the Building systems from Scratch program, designing a game about climate change requires students to carry out multiple learning tasks in parallel, that is, (1) applying systems thinking to climate change concepts; (2) understanding and applying game design principles, and (3) systematically mapping knowledge of a science topic into a game by programming and engaging in CT practices.