Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include software and curricula materials for first- and second-year high school algebra, and published reports on the potential impact of these curricula materials on student achievement in algebra.
Book chapter
Dalton, S., & Hegedus, S. (2013). Learning and Participation in High School Classrooms. In S.J. Hegedus and J. Roschelle (Eds.), The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics (pp. 145-166). Berlin: Springer-Verlag. doi:10.1007/978-94-007-5696-0_9
Hegedus, S., and Moreno-Armella, L. (2008). Analyzing the Impact of Dynamic Representations and Classroom Connectivity on Participation, Speech and Learning. In L. Radford, G. Schubring, and F. Seeger (Eds.), Semiotics Education: Epistemology, Historicity and Culture(pp. 175-194). Rotterdam, Netherlands: Sense Publishers.
Journal article, monograph, or newsletter
Hegedus, S. (2007). Classroom Connectivity: Increasing Participation and Understanding Inside the Classroom. Educational Technology, 47(3): 21-25.
Hegedus, S., and Penuel, W. (2008). Studying New Forms of Participation and Identity in Mathematics Classrooms With Integrated Communication and Representational Infrastructures. Educational Studies in Mathematics, Issues of Design and Implementation, 68(2): 171-183.
Hegedus, S., Tapper, J., Dalton, S., and Sloane, F. (2013). HLM in Cluster-Randomised Trials: Measuring Efficacy across Diverse Populations of Learners. Research in Mathematics Education, 15(2): 177-188.
Hegedus, S.J., and Moreno-Armella, L. (2011). The Emergence of Mathematical Structures. Educational Studies in Mathematics, 77(2): 369-388.
Hegedus, S.J., Dalton, S., and Tapper, J. R. (2015). The Impact of Technology-enhanced Curriculum on Learning Advanced Algebra in US High School Classrooms. Educational Technology Research and Development, 63(2): 203-228.
Hegedus, S.J., Tapper, J., and Dalton, S. (2016). Exploring how Teacher-related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-enhanced Classrooms. Journal of Mathematics Teacher Education, 19(1): 7-32.
Moreno-Armella, L., Hegedus, S., and Kaput J. (2008). Constitution of Symbols and the Evolution of the Reference Field With Digital Technologies. Educational Studies in Mathematics: Democratizing Access to Mathematics Through Technology-Issues of Design and Implementation, 68(2): 99-112.
Nongovernment report, issue brief, or practice guide
Brookstein, A., Hegedus, S., Dalton, S., Tapper, J, and Moniz, R. (2011). Measuring Student Attitude in SimCalc Classrooms: Technical Report #4.Fairhaven, MA: Kaput Center for Research and Innovation in STEM Education, UMass Dartmouth.
Proceeding
Berube, B., Hegedus, S., Orrill, C., and Tapper, J. (2010). Does the Teacher Matter When Implementing a New Technology and Curriculum Program?. In Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 209-216). Belo Horizonte, Brazil: PME.
Supplemental information
Purpose: This project addresses the need for a curriculum focused on deepening students' understanding of core concepts within first- and second-year algebra, and connecting and sustaining the development of mathematical ideas across higher mathematics classes, such that foundations can be laid in Algebra 1 for material later studied in calculus.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
