By Roger McKinney Posted Sep 29, 2018 at 2:01 PM Separate education research grants in progress at the University of Missouri may help English language learners understand algebra and open careers in STEM fields to students with disabilities. The projects also have implications related to legislation approved in Missouri to create an online science, technology, engineering and match curriculum. The first … Continue reading Columbia Tribune Article

## Choosing Math Tasks for ELLs

This is the first of my #ShareMathEdResearch summaries. This is a work in progress. I welcome comments and questions on the format. Is it helpful? Are there other things that would be helpful to know? Are there some parts that aren't necessary? Is this a helpful summary for practitioners and the public? Etc. Article This … Continue reading Choosing Math Tasks for ELLs

## My Math Ed Podcast Episode

My amazing colleague Sam Otten has been running the Math Ed Podcast for several years. Each episode features a mathematics education scholar talking about a recent publication. You can get the behind the scenes thinking that went into the paper. I highly recommend using these podcasts with students and sharing them with others. There are … Continue reading My Math Ed Podcast Episode

## New Curriculum Inquiry Article

The big takeaway from this article is this: What is intuitive regrading teaching mathematics with English learners is often not what is best.

## Flipped Math Study

I am currently the Principal Investigator on an NSF-Funded grant studying Flipped Mathematics Instruction. Visit this site to learn more.

## New ZDM Article

This article is part of our Flipped Mathematics Project and investigates whether a flipped mathematics teacher's creation of videos is best characterized as design or implementation.

## New TEEM Article

We investigated one teacher’s decisions in response to the difference between the intended meaning of a mathematical problem and her student’s understanding. The student—an English language learner—had a different interpretation of the mathematical scenario related to one particular clause in the problem that was, ironically, intended to be explanatory but ended up obscuring intended meaning and therefore impacted the student’s solution.