Research Project

Our goal is not only to design and implement high-quality professional development but also learn from this process to inform the field and future projects.

The analysis is still ongoing. The research team is developing a series of papers on the following topics:

Institutional Context /Policy

this project informs how to work with multiple communities of practices and work towards a common goal. This research will document the process involved in developing a statewide professional development project aimed at improving math/science instruction.

Integrating STEM

The third year of the project involved collaborating with scientists/mathematicians and faculty from mathematics education and the learning sciences. A series of papers will be developed for STEM integration. A framework for designing integrated STEM professional development is being developed.

Teacher use of Curriculum

The second year of the project focused on supporting teachers to effectively use the curriculum. A series of papers will be developed on how teachers used the curriculum.  We have documented shifts teachers made on how they thought about an integrated curriculum.

  • Lamberg, T., (in -preparation). Teaching as a Complex system of Planning, Teaching and    Reflecting.
  • Moss, D, Bertolone-Smith, C & Lamberg, T. (2017). Influence of Daily Reflection on a Middle School Teachers Practice, Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings, Indianapolis, Indiana.
  • Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. Educating the Educators Conference, Freiburg, Germany.

Formative Assessment

The first year of the project focused on supporting teachers to focus on student reasoning to make instructional decisions. Papers have been developed on how teachers thought about formative assessment and their shifting interpretations.

  • Lamberg, T. & Koyen, L & Moss, D. (In Press). Supporting Teachers to Use Formative Assessment for Adaptive Decision Making. Mathematics Teacher Educator

Teaching Domain-Specific Topics in Common Core Standards

The project focused on preparing teachers to increase their content knowledge and teach the Common Core Standards in mathematics. A series of papers will be developed on teachers interpretation and understanding of specific math topics such as ratio and proportion and statistics etc.

  • Lamberg, T & Campbell, G. (2016). Smarter Balanced Grade 3, Barrons
  • Moss D. & Lamberg, T (in Press) Sixth-grade students’ understanding of expressions, equations, and functions: An analysis of the emerging learning trajectory. International Journal of Mathematics Education.
  • Moss, D., Crocher, J. & Lamberg, T. (2018) Frustrations with Understanding Variables? It’s Natural! Teaching Children Mathematics.

Design Research

The project used a design research methodology approach to professional development. A framework for using design research in professional development settings will be developed. Moss, Bertolone-Smith,  Lamberg & Middleton have engaged in classroom design experiments as well. A Methodology paper is developed on how to do design research and keep track of data.

  • Lamberg, T. Moss, D.  & Middleton, J (in preparation).  Learning Ecology Framework: A design experiment tool for reducing and organizing data for analysis, Journal of Learning Sciences.
  • Lamberg, T, Moss, D, Bertolone-Smith, C (2018). An interpretive framework for collective learning in a mathematics classroom. Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings,

 Whole-Class Discussion Framework (Lamberg, 2012). This framework was used to design professional development and also to document shifts in teacher practice. This framework is being validated for other projects to use as an instrument for documenting teacher self-reported practices. Also, this framework can also be used as a tool to design professional development or provide feedback to teachers.

  • Lamberg, T. (forthcoming, 2019). Work Smarter, Not Harder: A Framework for Math Teaching and Learning.  Roman and Littlefield.
  • Lamberg, T. (2012). Whole-Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning. Pearson Publishers. Boston, MA.

Supporting Teachers to effectively use gestures and discourse to support understanding–

jjoint research with Mitch Nathan and Rebecca Bondocco.

They have an IES grant to do research on gestures. We combined projects. Data was collected from the Nevada Mathematics Project. Furthermore, the research on gestures was integrated into professional development. A framework for integrating cognitive science research in professional development. We also investigated how teachers think about using gestures as it emerged in the PD settings.

  • Bondocco, R, Lamberg, T. Nathan, M (in Preparation). Teachers’ use of gestures to support instruction.

RESEARCH AGENDA

Phase I Research Emphasis

Note: The data is collected for Phase I the analysis is ongoing. More papers based on the findings will be developed.

  • We will be investigating how to support teachers to use formative assessment to support student learning of algebra, expressions and equations, fractions, and proportional reasoning.
  • Using design Research to design Professional Development to support teachers implement the Nevada Academic Content Standards based on the Common Core.

Phase II: Research emphasis

How to support teachers to use Curriculum effectively to facilitate student learning.

Click on Resource tab for tools.

Click here for formative assessment rubrics

Phase III Research Emphasis

We are interested in designing effective professional development that integrates the STEM disciplines with a focus on geometry, data analysis, and probability. Therefore we are using a design research approach and documenting the design decisions we make. We are also collaborating with researchers who are already doing research on Gestures.(Nathan & Boncoddo). We are interested in bringing this research to teachers so that they can support student learning.   Therefore, we are investigating ways to support teachers to effectively use gestures in their classrooms by connecting it to the Whole Class Discussion framework and embedding this research in the PD. Our ultimate goal is to support student learning.

Presentations

Lamberg, T. (2018). Problem Solving for Innovation. Presentation at Washoe County School District, MCLT Teacher Leader Training workshop.

Lamberg, T. (2018). Organizing for innovation. Presentation at Washoe County School district. MCLT Teacher Leader Training workshop.

Lamberg, T. (2018).  Improving mathematics teaching using the whole class discussion   framework. Teacher Workshop, Silver Springs Middle School. Silver Springs, Nevada.

Lamberg, T. (2017). * Invited Talk (Visiting Scholar University of Madison at Wisconsin). A Framework for Supporting Teachers to Facilitate Effective Whole Class Discussions in K-8 Mathematics. University of Madison at Wisconsin.

Lamberg, T (2017) A Framework for Integrating STEM and supporting teacher learning: Lessons Learned from a Professional Development project on integrating nanotechnology and mathematics. Oxford University Symposium. Oxford University, England.

Lamberg, T. & Koyen, L. (2017). Formative Assessment Framework in Mathematics Instruction. A paper to be presented at the Annual Meeting of the American Educational Research Association, San Antonio, Texas.

Lamberg, T. (2016). Framework for teaching. National Council Teachers of Mathematics Annual Meeting, San Francisco, CA.

 Moss, D., & Lamberg, T. (2016). The big idea in beginning algebra? It’s all about variables. National Council Teachers of Mathematics Annual Meeting, San Francisco, CA.

Lamberg, T. & Koyen, L. (2017). Formative Assessment Framework in Mathematics Instruction. A paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, Texas.

 Moss, D, Bertolone-Smith, C., & Lamberg (2017). The influence of daily reflection on a middle school teacher’s practice. A paper to be presented at Psychology of Mathematics, Education, Northern American Chapter, Indianapolis, IN.

 Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. Educating the Educators Conference, Freiburg, Germany.

Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. Educating the Educators Conference, Freiburg, Germany.

 Lamberg, T., & Koyen. L (2016). A study exploring how teachers analyze use formative assessment information within instruction. In Psychology of Mathematics, Education, Northern American Chapter, Tucson, AZ.

Lamberg, T., Lakey P., Keppelman, E., Olson, T., & Shih, J. (2015). Nevada Mathematics Project: Evaluation of a Statewide Professional Development Partnership. RCML Conference, Las Vegas, Nevada.

Lamberg, T. (2016). A Framework for Effective Teaching: Integrate Common Core Math Practices. Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA.

Lamberg, T.,  & Gillette-Koyen, L. (2016). A Study Exploring How Teachers Analyze and Use Formative Assessment information Within Instruction. A paper to be presented at the Annual Meeting of the Psychology of Mathematics Education, Northern American Chapter, Tucson Arizona.

Lamberg, T. (2016). Using formative assessment to improve instruction. Northern Nevada STEM Conference sponsored by Nevada Math Council and Nevada Science Teachers Association, Reno, NV

Lamberg, T. (2016). Using Design Research to Improve Learning and Teaching of STEM. University of Nevada, Reno.

Lamberg, T. (2015).  A Framework for effective instruction to support learning.  A    presentation at the ACT Conference, Reno, NV.

Papers

Lamberg, T. Moss, D.  & Middleton, J (in preparation).  Learning Ecology Framework: A design experiment tool for reducing and organizing data for analysis, Journal of Learning Sciences.

Bondocco, R, Lamberg, T. Nathan, M (in Preparation). Teachers’ use of gestures to support instruction.

Lamberg, T. Belkis  ( in preparation) Teachers shift in thinking about Partitive and quotative division strategies.

 Lamberg, T. (in-preparation). A framework for integrating STEM and supporting teacher   learning.

Lamberg, T., (in -preparation). Teaching as a Complex system of Planning, Teaching and    Reflecting.

 Lamberg, T., Moss, D. Demelin, S., Lakey, P., & Koyen, L. (submitted). Exploring Meaning of negative sign as a quantity. Australian Mathematics Journal

Lamberg, T, Moss, D, Bertolone-Smith, C (submitted). An interpretive framework for collective learning in a mathematics classroom. Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings,

Lamberg, T., Ceri, B, & Shih, J. (submitted). Teachers Conceptualization of Division          Strategies. Proceedings of the International Group of the Psychology of Mathematics   Education, Northern American Chapter proceedings.

Lamberg, T. & Koyen, L & Moss, D. (in Press). A study exploring how teachers analyze   and use formative assessment information within instruction. Mathematics Teacher  Educator

Moss D. & Lamberg, T (in Press) Sixth-grade students’ understanding of expressions, equations, and functions: An analysis of the emerging learning trajectory. International Journal of Mathematics Education.

 Moss, D., Crocher, J. & Lamberg, T. (2018) Frustrations with Understanding Variables? It’s Natural! Teaching Children mathematics.

 Moss, D, Bertolone-Smith, C & Lamberg, T. (2017). Influence of Daily Reflection on a Middle School Teachers Practice, Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings, Indianapolis, Indiana.

Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches.  Proceedings of Educating the Educator Conference. Freiburg, Germany.

Lamberg, T. (2016). The design of a Professional Development Project aimed at creating System Wide Change: A Mathematics Education Scale-up Project. To appear in Proceedings of   Educating the Educator Conference. Freiburg, Germany.

 Lamberg, T., Lakey P., Keppelman, E., Olson, T., & Shih, J. (2015). Nevada Mathematics Project: Evaluation of a Statewide Professional Development Partnership.Conference Proceedings, RCML Conference, Las Vegas, Nevada.

Books

Lamberg, T & Campbell, G. (2016). Smarter Balance Grade 3, Barrons

  • Provides test practice item and content information needed for grade 3.

Lamberg, T. (2012). Whole Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning. Pearson Publishers. Boston, MA.

  • This book synthesizes research and outlines a practical approach to teaching that integrates the Common Core Standards for Mathematical Practice. These ideas complement the NGSS standards as well.

Lamberg, T.  (2018).  Leaders Who Lead Successfully: Guidelines for Organizing to Achieve Innovation, Roman and Littlefield.

Lamberg, T. (2018). Conducting Productive Meetings: How to Generate and Communicate Ideas for Innovation. Roman and Littlefield.

Lamberg, T. (forthcoming, 2019). Work Smarter, Not Harder: A Framework for Math Teaching and Learning.  Roman and Littlefield.

 

 

 

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