Nancy Jordan
Associated IES Content
FY2016
FY2016 Special Education Peer Review Panel
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Examining the Efficacy of a Fraction Sense Intervention Grounded in Principles From the Science of Learning
The purpose of this project is to examine the efficacy of the fraction sense intervention (FSI), developed with funding from an IES grant, on student mathematics performance to understand mediators and moderators of the effects on student outcomes. Competence with fractions is crucial for success in math as well as for many careers and vocations. Students who leave 6th grade without fundamental understandings of fractions may experience cascading difficulties that lead to lifelong avoidance ...
Federal funding program:
Award number:
R324A200140
FY2019
FY2019 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Developing a Fraction Sense Intervention for Students with or at Risk for Mathematics Difficulties
This project aims to develop a fraction sense intervention for middle school students with or at risk for mathematics difficulties. Many middle-school students struggle to develop a basic understanding of fractions. Fractions are not only foundational for learning algebra, but facility with fractions also affects daily life functioning (e.g., managing personal finances). Unfortunately, many students fail to develop these foundational skills, which can lead to negative educational, vocational...
Federal funding program:
Award number:
R324A160127
report
Research Report
Synthesis of IES-Funded Research on Mathematics: 2002–2013
This synthesis reviews published papers on IES-supported research from projects awarded between 2002 and 2013. The authors identified 28 specific contributions that IES-funded research made to support mathematics learning and teaching from kindergarten through secondary school. The publication organizes the contributions by topic and grade level and each section describes the contributions IES-funded researchers are making in these areas and discusses the projects behind the contributions.
Jul 26, 2016
Publication number:
NCER 20162003
report
Research Report
Synthesis of IES-Funded Research on Mathematics: 2002–2013
Proficiency in mathematics is critical to academic, economic, and life success. Greater mathematics knowledge is related to college completion, higher earnings, and better health decisions (Adelman 2006).
Jul 01, 2016
FY2015
FY2015 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Refining and Extending a Number Sense Screener for Identifying Children at Risk for Mathematical Difficulties in School
The purpose of this project is to refine, extend, and validate a number sense screener for students from prekindergarten through Grade 1. Number sense-the knowledge of number, number relations, and number operations-is highly predictive of later math success and underlies many difficulties students have in mathematics. Being able to identify students who have difficulties with number sense early in development is critical to providing educational interventions that promote readiness and succ...
Federal funding program:
Award number:
R305A150545
FY2013
FY2013 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Postdoctoral Training in Children's Mathematics Language and Cognition
This training program prepared four postdoctoral fellows to apply cognitive science principles to crucial issues in education, especially in mathematics, language development, and early learning.
Federal funding program:
Award number:
R305B130012
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
National Research and Development Center on Improving Mathematics Instruction for Students with Mathematics Difficulties
The purpose of the National Center on Mathematics Instruction for Students with Mathematics Difficulties is to increase knowledge of how children acquire and fail to acquire an understanding of rational numbers (i.e., fractions) and how children with math difficulties can be taught to understand and operate fluently with rational numbers. The new center will conduct exploratory research including both small-scale experimental and longitudinal studies to examine the cognitive processes, such ...
Federal funding program:
Award number:
R324C100004
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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