E-book: How to Accelerate Learning with Neuroscience
E-book: Demanding More From EdTech Evaluations
An EdTech Research Guide for Administrators.
This ebook gathers together content from MIND's podcasts, blogs, webinars, videos, and more into a single, easy-to-disgest resource aimed at equipping administrators to expect and get more out of current and future edtech research.
E-book: What Is Math Rigor?
It May Not Mean What You Think It Means
An analysis of the meaning of rigor as framed by the learning expectations presented in new math standards and assessments.
E-book: Bridge the Math Achievement Gap for English Learners
E-book: Rethinking Student Engagement
In the following pages, we'll answer the question of why we're stuck, and offer a way to move forward in our thinking about student engagement. In doing so, we'll also examine why student engagement isn't exactly what we should be striving for, and what we should actually be focusing on in order for students to learn deeply and truly build conceptual understanding.
E-book: Digital Manipulative Toolkit
Better Blends With Visual Game-Based Math
Blended learning involves a setting where students spend part of their instructional time with digital curricula and part of their time learning in a brick-and-mortar setting. Students also have some choice in which content they use, how quickly they go through it, where they do it, and for how long. Schools implement blended learning in a variety of ways and using various types of technology and curricula.
Uncertain Role of Ed Software in Remediating Student Learning
ST Math White Paper: The Art of Facilitation
Underlying Scientific Concepts and Mechanisms
Randomized Trial of Elem. School
ST Math Software Intervention Reveals Significant Efficacy
Music and ST
(Spatial Temporal) Performance
STAR Treatment Effect on Mathematics
The Music- Math Connection
Music Training and Spatial Temporal
Enhanced Learning Research
The Joy of Learning Math Through Music
Investigating Spatial Correlates of Music Listening and Spatial-Temporal Processing
Non-Language-Based Instruction in Mathematics
ALAS White Paper: Math and Science
This NSF competitive funding opportunity seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning.
ITEST supports projects that engage students in technology-rich experiences that: (1) increase awareness of and interest in STEM and ICT occupations; (2) motivate students to pursue appropriate education pathways to those occupations; and (3) develop STEM-specific disciplinary content knowledge and practices that promote critical thinking, reasoning, and communication skills needed for entering the STEM and ICT workforce of the future.
STEM+C supports research on how students learn to think computationally to solve interdisciplinary problems in science and mathematics. The program supports research and development that builds on evidence-based teacher preparation or professional development activities that enable teachers to provide excellent instruction on the integration of computation and STEM disciplines. Proposals should describe projects that are grounded in prior evidence and theory, are innovative or potentially transformative, and that will generate and build knowledge about the integration of computing and one or more STEM disciplines at the preK-12 level.
AISL seeks to advance new approaches to and evidence-based understanding of the design and development of STEM learning opportunities for the public in informal environments; provide multiple pathways for broadening access to and engagement in STEM learning experiences; advance innovative research on and assessment of STEM learning in informal environments; and engage the public of all ages in learning STEM in informal environments.
Funds are granted for charitable, scientific, literary or educational purposes or for the identification, ongoing evaluation, education of and services for children and adults with learning disabilities.
To increase understanding and expertise in fostering support of multi-language development when teaching mathematics. The proposed project must explicitly support the implementation of equitable and rigorous mathematics teaching that incorporates students' languages and cultures in their learning of mathematics.
To encourage the innovative use of technology and other tools to "help teachers and students visualize and concretize mathematics abstractions..." (Principles to Actions). When used appropriately, they can enhance other effective teaching and promote meaningful learning opportunities for students. The focus of the proposal should be on the mathematics being taught and innovative uses of the tools and technology.
The headline and subheader tells us what you're offering, and the form header closes the deal. Over here you can explain why your offer is so great it's worth filling out a form for.
MIND Research Institute and our philanthropic partners are dedicated to ensuring that all students are mathematically equipped to solve the world's most challenging problems.
The ST Math School Grants Program provides funds to our education partners to help cover the cost of the program. We have over $1,000,000 in funding from our partners to help us reach the next 1,000,000 students.
Currently approximately 20% of ST Math schools receive donor funding from MIND’s philanthropic partners.