Brief Description
The Foundations for Success project will enhance elementary mathematics teacher effectiveness through large-scale implementation of an evidence-based, mathematics teacher professional-development program called Cognitively Guided Instruction (CGI). The project activities are designed to achieve the following goals:
(1) Provide CGI professional development in mathematics for 2,790 elementary teachers in Florida over the course of five years,
(2) Increase teachers’ knowledge of mathematics and student learning progressions,
(3) Increase teachers’ implementation of evidence-based practices in math instruction,
(4) Increase students’ mathematics achievement with a focus on traditionally underserved and underrepresented students by enhancing CGI to meet their needs.
(5) Establish structures to support teachers’ sustained implementation of high-quality mathematics instruction in Florida beyond the grant award period.
Over a four-year period, the Foundations for Success project will provide evidence-based professional development in mathematics for 2,250 elementary teachers and 120 elementary school principals. Through these educators, the program will impact more than 80,000 students in urban, suburban, and rural settings during the four-year period and many additional students in subsequent years through the continued work of these educators.
Working with an advisory board with extensive expertise and experience supporting equity and excellence in mathematics, the Foundations for Success program will integrate evidence-based practices in early mathematics, fractions, and problem solving with promising practices for teaching historically underserved and underrepresented students (and their teachers) in mathematics.
Support
This project was supported by a grant from the U.S. Department of Education through the Supporting Effective Educator Development program.
Grant Award Number(s)
U423A180115
Key Personnel
Robert C. Schoen, Ph. D. (PI); Walter Secada, Ph. D. (Co-PI); , Linda Levi, Ph. D .; Amanda Tazaz, Ph. D.; Christoper Rhoads, Ph. D .
Timeline
2018–2022
External Link(s)
Information for teachers and principals who are interested in participating in the program
Schoen, R. C., Solmaz, G., Guven, A., & Buntin, C. (2022). Psychometric Report for the Mathematics Anxiety and Attitudes Scales for Students (MAASS) in Fall 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/9UJNS
Schoen, R. C., Solmaz, G., Guven, A., & Buntin, C. (2022). Psychometric Report for the Mathematics Anxiety and Attitudes Scales for Students (MAASS) in Fall 2020. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/VWZE4
Schoen, R. C., Solmaz, G., Guven, A., & Buntin, C. (2022). Psychometric Report for the Mathematics Anxiety and Attitudes Scales for Students (MAASS) in Spring 2021. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/5VDPF
Schoen, R. C., Solmaz, G., & Buntin, C. (2022). Psychometric Report for the Mathematics Anxiety and Attitudes Scales for Students (MAASS) in Spring 2022. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/KQJBF
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the 2021 grades 3–5 Mathematical Knowledge for Teaching (MKT) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/U97HY
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the 2020 grades 3–5 Mathematical Knowledge for Teaching (MKT) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/U63F4
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the 2019 grades 3–5 Mathematical Knowledge for Teaching (MKT) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/TWGCU
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the 2022 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/ZN279
Schoen, R. C., Guven, A., Solmaz, G., Tazaz, A., & Iuhasz-Velez, N.R. (2022). Psychometric report for the 2021 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/AWSZC
Schoen, R. C., Guven, A., Solmaz, G., Liu, L., & Tazaz, A. (2022). Psychometric report for the 2020 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/MH82G
Schoen, R. C., Guven, A., Solmaz, G., Wang, Q., & Tazaz, A. (2022). Knowledge for Teaching Early Elementary Mathematics (K-TEEM) : Second administration by participants in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/GDRMW
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Knowledge for Teaching Early Elementary Mathematics (K-TEEM) : First administration by participants in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/GA5ZC
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the Beliefs about Mathematics Teaching and Learning (B-MTL) assessment in 2021. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/NKBT9
Schoen, R. C., Guven, A., Solmaz, G., Liu, L., & Tazaz, A. (2022). Psychometric report for the Beliefs about Mathematics Teaching and Learning (B-MTL) assessment in 2020. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/5T4DG
Schoen, R. C., Guven, A., Solmaz, G., Wang, Q., & Tazaz, A. (2022). Beliefs about Mathematics Teaching and Learning (B-MTL): Second administration by participant in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/N3ABW
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Beliefs about Mathematics Teaching and Learning (B-MTL): First administration by participant in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/VYASZ
Schoen, R. C., Bray, W.S., Tazaz, A. M., & Buntin, C. K. (2022). A description of the Cognitively Guided Instruction professional development program in Florida: 2013–2020. Florida State University.https://doi.org/10.33009/fsu.1643828800
Schoen, R. C., Bray, W. S., Tazaz, A. M., & Buntin, C. K. (2022). A description of the Cognitively Guided Instruction professional development program in Florida: 2013–2020. Learning Systems Institute, Florida State University. https://doi.org/10.33009/fsu.1643828800
Schoen, R. C., Yang, X., & Solmaz, G. (2021, April 30). Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test (Research Report No. 2021-04). Florida State University. https://doi.org/10.33009/lsi.1620243057
Levi, L. (2021, April 25). Early strategies for equal sharing problems. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2021/4/25/early-strategies-for-equal-sharing-problems-by-linda-levi
Levi, L. (2021, April 2). Developing fraction concepts through equal sharing problems. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2021/4/2/developing-fraction-concepts-through-equal-sharing-problems-by-linda-levi
Riddell, C. (2021, February 15). Fostering authentic discussions in a virtual classroom. Teaching is Problem Solving. https://teachingisproblemsolving.org/fostering-authentic-discussions-in-a-virtual-classroom
Steele, L. (2020, November 24). Cognitively Guided Instruction: It’s not just for kids. Teaching is Problem Solving. https://teachingisproblemsolving.org/cognitively-guided-instruction-its-not-just-for-kids
Schoen, R. C. (2020, October 5). Guidance for parents to help their children learn mathematics. Teaching is Problem Solving. https://teachingisproblemsolving.org/guidance-for-parents-to-help-their-children-learn-mathematics
Levi, L. (2020, September 25). Using CGI in remote learning – Part 2: Observing students as they solve problems. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2020/9/22/monitoring-students-remote
Levi, L. (2020, September 16). Using CGI in remote and socially distanced classrooms – Part 1: Posing problems. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2020/9/16/using-cgi-in-remote-learning-part-1-posing-problems
Lawson, D. (2020, August 21). Using technology to foster high-quality communication with students (when we are not in the room with them). Teaching is Problem Solving. https://teachingisproblemsolving.org/using-technology-to-foster-high-quality-communication-with-students-when-we-are-not-in-the-room-with-them
Lawson, D. (2020, August 21). Seesaw for student voice. Teaching is Problem Solving. https://teachingisproblemsolving.org/seesaw-for-student-voice
Sadler, C., & Farfan, G. (2020, August 6). The Swiss Army knife of elementary math. Teaching is Problem Solving. https://teachingisproblemsolving.org/the-swiss-army-knife-of-elementary-math
Levi, L. (2020, May 20). Haciendo Matemáticas en Casa con tus Hijos – Promoviendo la Solución de Problemas. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2020/5/20/haciendo-matemticas-en-casa-con-tus-hijos-promoviendo-la-solucin-de-problemas
Levi, L. (2020, March 20). Doing math with your child – Promoting problem solving; Suggestions for parents. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2020/3/20/doing-math-with-your-child-promoting-problem-solving-suggestions-for-parents-by-linda-levi
Wadhwa, K. (2020, January 25). Teaching math to English language learners. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2020/1/25/teaching-math-to-english-language-learners
Levi, L. (2020, January 1). Teaching computation in the twenty-first century. CGI Math Teacher Learning Center. https://www.cgimath-tlc.org/blog/2019/12/31/teaching-computation-in-the-twenty-first-century
Schoen, R. C. (2019, February 28). Shut the Box: Kid tested, TiPS approved. Teaching is Problem Solving. https://teachingisproblemsolving.org/shut-the-box-kid-tested-tips-approved
Schoen, R. C., Solmaz, G., & Guven, A. (2023, March 9–10). Developing a working model for managing and sharing educational data. . [Conference presentation.] 2023 Unconference on Open Scholarship Practices in Education. [Conference held virtually.] https://osf.io/a2m8h/
Guven, A., Solmaz, G., & Schoen, R.C. (2022, November 17–20). Structural Validity of 2021 Knowledge for Teaching Early Elementary Mathematics (K-TEEM): A Psychometric Study. [Conference Presentation] Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, Nevada.
Schoen, R.C., Riddell, C., Guven, A., Solmaz, G., Wang, Q., & Liu, L. (2022, September 26–29). Measuring Instructional Practice in Mathematics through Self-Report: A Construct Validation Study. [Poster presentation]. Annual meeting of the Society for Research in Educational Effectiveness, Arlington, Virginia. [Downloadable poster]