Mathematics Education Research and Projects

Jennifer Lewis (PI), S. Asli Özgün-Koca (Co-PI), Robert Bruner, (Co-PI)

Noyce Mathematics Fellows, TeachDETROIT, National Science Foundation, (2015-2020)

This project provides scholarships to teacher candidates who are becoming mathematics teachers in Detroit schools. We work in partnership with Henry Ford College to redesign the curriculum for prospective elementary mathematics teachers, to place them in high-quality clinical residency settings in Detroit schools, and to support their initial teaching years through significant induction support.


Sally Roberts (PI)

Gaining Options: Girls Investigate Real Life (GO-GIRL) through Health Related STEM Disciplines, National Institute of Health: NIH-NIMHD Science Education Initiative, (2011-present)

This project aims to increase high-school girls' interest in and capacity for STEM disciplines through a coordinated set of activities including summer academies, parent support, and a year-year round mentoring program.


Elsie Babcock (PI)

Collaborative Opportunities for Reaching Excellence in Mathematics (CORE-M), Michigan Department of Education, Improving Teacher Quality, (2014-Present)

CORE-M project is designed to provide research- and evidence-based systemic professional development for Detroit Public Schools and Hazel Park Schools special education teachers. The goal of the project is to provide 92 hours of professional development steeped in content pedagogy based on the Michigan State Standards (MSS/CCSS), district and national standards and provide coaching support to deepen and extend mathematics content knowledge and strategies.


S. Asli Özgün-Koca (PI), Jennifer Lewis (Co-PI), and Thomas Edwards (Co-PI)

Improving Proportional Reasoning Instruction through Engineering Tasks (IMPRINT), Michigan Department of Education, Mathematics and Science Partnership, (2013-2016)

The aim of  IMPRINT is to enhance middle school mathematics' teachers' content knowledge and pedagogical knowledge for teaching proportional reasoning, with the goal of improving students' skill and achievement in this area.


Jennifer Lewis (PI), S. Asli Özgün-Koca (Co-PI), and Thomas Edwards (Co-PI)

Mathematics Enhancement for Detroit Area Teachers (MEDeATe), National Science Foundation, (2013-2015)

MEDeATe is a capacity building project with the aim of developing a cross-institutional infrastructure for systemic improvement in mathematics instruction that will be driven by elementary and middle school master teachers in Detroit area schools. This study supports the development of mentor teachers to support preservice teachers who are placed in their classrooms. The project also documents and analyzes the practice of high-quality teachers of children of color living in poverty.


Sally Roberts (PI)

Gaining Options: Girls Investigate Real Life (GO-GIRL) Saturday Academy, (2002-present)

The purpose of the program is to increase the competence and confidence of adolescent girls in the areas of mathematics, technology, scientific thinking, and communication by engaging them in experiences that promote an interest in STEM (Science, Technology, Engineering and Mathematics) and build their capacity to pursue STEM-related careers.


Elsie Babcock (PI)

Strengthening Tomorrow's Education in Measurement (STEM), MSU, (2010- present)

The STEM project has been working since 2006 to determine the causes of the measurement problem. Though they recognize that many factors are responsible, their focus has been on the content of our written curricula, that is, what textbooks focus on (and don't) about measurement. They have uncovered important gaps in the content of most materials and have developed tool and strategies for helping teachers do more with the curricula they have been assigned.


Jennifer Lewis (PI), S. Asli Özgün-Koca (Co-PI), Robert Bruner, (Co-PI)

REALM (Realizing Equity and Achievement for Learning Mathematics), Michigan Department of Education, Mathematics and Science Partnership, (2015-2017)

Project REALM is a program designed to improve student learning in mathematics by improving daily instruction in Detroit-area high-needs school mathematics classrooms.  Project REALM will do so by providing professional development for K-8 teachers in mathematics content and mathematics pedagogy with strong attention to issues of equity so that all children can succeed.


Sally Roberts (PI)

STEMinista Project (2015-present)

This program is an initiative of the Michigan Science Center with the goal of sparking and maintaining interest in STEM in elementary and middle school girls through authentic STEM experiences.


Thomas Edwards & S. Asli Özgün-Koca (TED) and Ken Chelst (ISE) (PIs)

Applied Mathematics Practices–21 (AMP-21,) (2014-present)

AMP-21 is an outgrowth of our earlier work that resulted in the development of curriculum materials aimed at grades 9-12. These include Does This Line Ever Move? and When Will I Ever Use This? in both  Algebraic and Probabilistic Modeling versions.  Our work in AMP-21 will now include curriculum development activity at grades 6-8, as well as grades 9-12. One of our missions is to develop mathematics concepts within realistic decision contexts relevant to middle or high school students.


Jennifer Lewis (Lesson Study Leader)

ACES: Algebraic Concepts for Elementary Students, Ontario-Montclair School District, San Bernardino County, California, (2011-2015)

This Mathematics-Science Partnership project funded by the National Science Foundation trained 60 teachers over five years to teach algebra to students in grades 4-8.


Sally Roberts (PI)

Gaining Options: Girls Investigate Real Life (GO-GIRL) Learning Community (2015-present)

A learning course through the Wayne State University Honor's College. The goal of the project is to unpack biases and stereotype threat in the context of field experience, research, and discussions with female faculty and professionals in STEM fields.


Jennifer Lewis and S. Asli Özgün-Koca

MERG: Mathematics Education Research Group (2013-present)

This project brings together professors and doctoral students in mathematics education to conduct research in mathematics education.


Jennifer Lewis (PI)

Detroit STEM Teaching Initiative, Detroit area schools in conjunction with Wayne State University, The Skillman Foundation, (2015-2016)

This project funded a laboratory summer school for teaching and learning in a Detroit school. Teachers, pre-service teachers, instructional coaches and administrators worked together to enhance the teaching and learning of mathematics and literacy in a Detroit elementary school.


S. Asli Özgün-Koca (PI)

The Effects of Multiple Dynamic Representations (2009-Present)

This project studies the effects of dynamic multiple linked representations on over 40 students' learning of linear relationships via clinical interviews during which they do a mathematics activity using the computer software version of TI-Nspire.


Jennifer Lewis (Co-PI)

Understanding Consequential Assessment Systems of Teachers (UCAST), W. T. Grant Foundation, (2012-2015)

This project investigates how principals learn to implement an observational teacher evaluation program in a large urban school district. 1600 administrators were studied for three years as their district adopted a high-stakes teacher evaluation system.