Research Projects - Mapping Developmental Trajectories of Students' Conceptions of Integers (Project Z)
- Assessment in K-12 Conference
- Does it Work?: Building Methods for Understanding Effects of Professional Development
- Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009
- Designing Transformative Assessments for Interdisciplinary Learning in Science (DeTAILS)
- IDEAL Biology
- Mapping Developmental Trajectories of Students’ Conceptions of Integers (Project Z)
- CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse
- Stimulating Young Neuroscientists And Physiologists In Science Education (SYNAPSE)
- The Center for Proficiency in Teaching Mathematics (CPTM)
- Diagnosing Teachers’ Multiplicative Reasoning
Jessica Bishop (Co-PI)
Have you ever wondered why 6 – -2 = 6 + +2? Is there any such number as negative zero? What percentage of second graders do you think could solve 3 – 5 = c, and how might they solve that problem?
Dr. Jessica Bishop, a UGA mathematics educator, and her colleagues Drs. Lisa Lamb and Randy Philipp at San Diego State University asked themselves these questions and have found surprising answers from their research on children’s mathematical thinking in K–12 classrooms. The three mathematics educators were awarded a 3-year grant from the National Science Foundation to study students’ ways of reasoning about negative numbers in Grades 2, 4, 7, and 11. The purpose of their research is to analyze students’ conceptions of integers and map possible developmental trajectories of students’ integer reasoning. They have conducted over 250 interviews with K-12 students as part of the work of the grant.
Project Z is a collaboration between mathematics education researchers at the University of Georgia and San Diego State University.
