The voice of educators in the Inclusive R&D Center. It has changed the face of mathematics teaching.


Research and development (R&D) is an innovation engine in many fields, but it has not been fully utilized in the education field. This is a powerful way to bring meaningful and lasting change to students and schools. Other departments have made incredible progress through research and development.In fact, we are beginning to see the other side of the pandemic, because continuous R&D makes development possible Developed a vaccine in record time.

What if we introduce a new approach to educational research and development, make full use of our understanding of learning and teaching, and combine it with our best understanding of generating innovative solutions?

We are doing this by subverting traditional R&D: forming a team including classroom teachers as front-end decision makers, building these efforts on the basis of learning science, and piloting fair-centric projects to create useful and effective Practices and tools. Can be used by teachers and students. This approach is increasingly referred to as inclusive research and development. We adopted and expanded this model to focus on one key priority for every student, every teacher, every school, and every community: improving math learning.

We are part of a community of educators, researchers, and developers who are committed to significantly increasing the number of students in grades 3-8 who excel in mathematics in historically resource-poor schools. As part of the EF+Math program, we are designing and developing practices and tools to strengthen each student’s core asset-their executive function (EF) skills. These skills enable students to focus on important things and ignore distractions, think flexibly to solve problems, and keep track of ideas in their minds. EF skills are essential for learning mathematics and may be an untapped lever for accelerating math learning.

This EF + Mathematics Course It is a five-year inclusive research and development program that invests in a diversified multidisciplinary team to create breakthrough methods to meet long-standing mathematics learning challenges. One of the main goals of our work is to reduce the time required to translate research into breakthrough practices, procedures, and products that promote student math learning. We are achieving this goal by funding and supporting inclusive R&D project teams that affirm the talents of black and Latino students and poor students, and jointly design rigorous mathematics learning methods in real-world classrooms.

The game that changes math learning

A project funded by EF+Math is called Fraction Ball. An inclusive R&D team at the University of California, Irvine School of Education (UCI) is exploring a way to help students learn rational numbers on the school playground. The project is based on the principles of learning science and embodies that cognition leads to stronger and longer-lasting learning. The project is testing a hypothesis that game-based active learning directly related to learning arithmetic and fractions will lead to breakthroughs in math learning and EF skills Sexual benefits-construction.

The basketball court of the El Sol College of Science and Arts in Santa Ana, California is painted with arcs, dividing the court into decimals so that students can score 1/4 or 0.25 points, and the number line on the side of the court helps them keep their scores. The teachers of El Sol and the UCI research team collaborated in the design and pilot test of Fraction Ball from the very beginning. Everyone contributed their knowledge and expertise to create the fascinating math learning that the students were excited about Experience.

So far, their experience has shown that involving teachers at the beginning of the project can be consistent with the school’s strengths, and potential obstacles to project implementation can be found immediately and can be resolved in the design process. “This is what inclusive R&D is all about: using the experience and expertise of local teachers to build a sense of ownership and pride in the project, which contributes to its success and longevity,” Andres S. Busta Mante (Andres S. Bustamante) said that he is an assistant professor on the project. Principal Investigator of the Fractional Ball Project, School of Education, University of California, Irvine.

The project is now being expanded to the Santa Ana Unified School District, where the UCI team is working with teachers to design the connection between the score court and the classroom.

Educators and researchers provide an important foundation

In addition to a vibrant community of nearly 300 educators, researchers, developers, and consultants who are part of a research and development project funded by EF+Math, there are also 20 people Educator Leadership Council (ELC) Is the core of this work. ELC is a diverse group of educators who work at the classroom, school, and district levels. Committee members provide important expertise in middle school math courses and teaching, and provide extensive work experience in areas that serve black and Latino students and students living in poverty.Together with ELC, a 12 people Stock Research Advisory Committee Provides important perspectives on fairness for the design and execution of various R&D projects.

A common argument against including practitioners in innovation and centering on fairness is that it slows down the process and inserts qualitative factors into the process that aims to achieve measurable quantitative results. However, excluding educators is more likely to undermine the core fairness goal of achieving excellent results for students of all backgrounds.

By the beginning of the new school year in the fall of next year, almost all students and schools may resume full-time classroom teaching, and now have the opportunity to open up new paths in educational research and development. These efforts must include bold methods, design new learning styles for students, take into account the opinions of teachers and students, and put fairness first. Only in this way can we allow students to realize their full potential and affirm the inherent talents of each of them.


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