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  1. Jere Confrey
  2. Joseph D. Moore University Professor of Mathematics Education
  3. Presenter’s NSFRESOURCECENTERS
  4. North Carolina State University
  1. Michael Belcher
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. North Carolina State University
  1. Meetal Shah
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. North Carolina State University

Building a Next Generation Diagnostic Assessment and Reporting System within ...

NSF Awards: 1621254

2018 (see original presentation & discussion)

Grades 6-8

How do you capitalize on the most underutilized asset in the classroom? Empower students: give them ownership over their own learning, and create a genuine real-time feedback loop that partners the students and the teachers. The SUDDS group (NCSU) and collaborators Freehold Township (NJ) and Highland (NC) Middle Schools have a common goal – to drive transformational thinking in how we teach K-12 math students.as;ldkjfkjjasdfk ransformational thinking in how we teach K-12 math ransformational thinking in how we teach K-12 math 

SUDDS developed Math-Mapper, a game-changing system for leveraging student thinking to supporting self-improving, analytics-driven agile learning and instruction. All Math-Mapper’s components are built on a single conceptual foundation, bringing a new internal coherence to the classroom instructional core. A learning map built on learning trajectories (LTs), supports teacher insight into student learning of all the big ideas of middle grades mathematics. Students build to the big ideas by studying the clusters of closely-related LTs. Diagnostic assessments, also built on the learning trajectories, have robust conceptual focus. The assessment system’s real-time data feedback supports student in monitoring their own understanding and deep classroom discussion of students’ reasoning.

Our partners are transforming how mathematics is taught for – and learned by– their students. In just two years, we have seen students across all demographics become more highly engaged, more personally invested, and ultimately more successful in math. We’ve replaced uncertainty and the inconsistency of teaching-to-standards with the power of students and teachers together recognizing what students need to learn, what they have learned, and what they need to do next to build reasoning and proficiency.

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