2020 – 2021 Biennial Impact Report
In 2020 and 2021, the world faced a pandemic and associated reckoning with racial and social injustice. Closer to home, we saw the impact of nationwide school closures, a shift to online learning, and social isolation. During this time — together with our team, board members, participants, partners, and funders — we are proud to say TERC was a force for good.
Inside this 2020-2021 Biennial Impact Report, you’ll see how TERC quickly shifted to online work, » Read more
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This paper references various models and research to cover how adolescent youth negotiate and discuss their STEM identity.
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Because people are constantly confronted with numbers and mathematical concepts in the news, the authors of this paper embarked on a project to create journalism that supports number skills in adults who consume the news. This paper focuses on the relationship between adults’ news habits and their quantitative reasoning skills.
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Collaborating with Boston teachers to explore the intersection of rigorous mathematics and equitable student participation in grades 1-4.
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An interactive workshop for early math literacy advocates that will spotlight children’s books that will make you think about math in a whole new way!
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This qualitative case study examined how a multimodal professional network environment (STEM for all Video Showcase) affected five STEM educational researchers’ capacity to engage in grant funded research at U.S. Historically Black Colleges and Universities (HBCUs).
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Articles include:
* EMPower: Offering Tools to Adult Education Teachers
* The Construction of Silence in a Parent Support Group – Tracing the Invisible Fabric
* Increasing Student Interpreters’ Ability to Accurately and Fluently Interpret STEM Content
* More Than Who’s at the Table: Co-Designing a STEM-Based Virtual Reality Game with Neurodivergent Learners
Join panel leader Dr. Susan Swayze & panelists Dr. Janelle Johnson, Lisette Torres-Gerald, Melvin Stallings, & Rubi Amateco for a discussion on leveraging collaborations & partnerships to advance STEM equity.
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This article covers a study that investigated teachers’ engagement with student thinking during video clubs, which were part of a professional development model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in video clubs.
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