We propose an automatic math expressions reading system, called KANID. KANID is an educational tool, for blind and visually impaired (VI) students, to facilitate access to math materials. Although blind and VI students can access math documents/materials via many channels, e.g., human reader, math Braille codes, and audio (talking) books, these channels have limited availability. KANID was desi...

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this componen...

Two concerns in US education are shortages of qualified math and science teachers and the feminization of teaching. I draw on the National Education Longitudinal Study of 1988 to identify a common reason for the two phenomena. Controlling for self-selection by a propensity score matching estimator and the Heckit, I find that the rigid pay structure for teachers, rather than the pay level, appea...

This full research-and-development project designs, develops and tests an interrelated system of technological, pedagogical and analytic components to provide a range of opportunities for middleand high-school students to engage in significant mathematical discourse (DR K-12 challenge 2); it catalyzes and supports these opportunities by enhancing the ability of in-service teachers to engage in,...

Girls tend to have more negative math attitudes, including gender stereotypes, anxieties, and self-concepts, than boys. These attitudes play a critical role in math performance, math course-taking, and the pursuit of mathrelated career paths. We review existing research, primarily from U.S. samples, showing that parents’ and teachers’ expectancies for children’s math competence are often gender...

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic sta...

Background: This study examined the relationships of various teacher retention factors with the intentions of math and science teachers to remain in the profession. With data collected from the 2007–08 Schools and Staffing Survey, a sample of 6588 secondary math and science teachers across public schools in the USA was used for structural equation modeling. Results: Socioeconomic impact, studen...

This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show tha...

Measures of teachers’ “value added” to student achievement play an increasingly central role in k-12 teacher policy and practice, in part because they have been shown to predict teachers’ long-term impacts on students’ life outcomes. However, little research has examined variation in the long-term effects of teachers with similar value-added performance. In this study, we investigate variation ...