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Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units

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Title: Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units
Language: English
Authors: Kevin W. McElhaney, Nicola M. Hodkowski, Lauren H. McMahon, Jennifer Jacobs, William R. Penuel, Gabriella Anton, Kate Henson, Rochelle Urban, Daniel A. Parker, Digital Promise, University of Colorado Boulder (UCB)
Source: Digital Promise. 2025.
Availability: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Peer Reviewed: N
Page Count: 36
Publication Date: 2025
Sponsoring Agency: Gates Foundation
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Teachers, Science Teachers, Mathematical Logic, Interdisciplinary Approach, Science Instruction, Faculty Development, Instructional Effectiveness, Graphs, Middle School Students, Program Effectiveness, Teacher Attitudes
Abstract: This study responds to the need to support science teachers in deepening their students' engagement in mathematics reasoning. To address this need, we collaborated with two school districts to (1) explore how to support middle school science teachers to integrate mathematics into their science classrooms and (2) examine what students learned by deepening mathematics engagement during their science instruction. We worked with teachers who used OpenSciEd instructional materials, which integrate opportunities for mathematical reasoning as students work with data to explain science phenomena. The research team designed professional learning experiences and resources aimed to help teachers deepen their mathematics knowledge, support students' mathematical reasoning, and modify instructional materials to enhance connections to mathematics. We developed a student mathematics assessment, administered teacher surveys, conducted teacher interviews, and observed classroom instruction. Broadly, our study indicates that teachers can enhance student engagement in mathematics during phenomenon-based science instruction, given access to appropriate resources and support. In addition, our findings identify features of instruction that were successful in deepening students' mathematics engagement. These findings inform recommendations for diverse interest holders to support mathematical reasoning in science classrooms. [This report was produced in collaboration with OpenSciEd.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678877
Database: ERIC
FullText Text:
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  Data: Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units
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  Data: <searchLink fieldCode="AR" term="%22Kevin+W%2E+McElhaney%22">Kevin W. McElhaney</searchLink><br /><searchLink fieldCode="AR" term="%22Nicola+M%2E+Hodkowski%22">Nicola M. Hodkowski</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+H%2E+McMahon%22">Lauren H. McMahon</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Jacobs%22">Jennifer Jacobs</searchLink><br /><searchLink fieldCode="AR" term="%22William+R%2E+Penuel%22">William R. Penuel</searchLink><br /><searchLink fieldCode="AR" term="%22Gabriella+Anton%22">Gabriella Anton</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Henson%22">Kate Henson</searchLink><br /><searchLink fieldCode="AR" term="%22Rochelle+Urban%22">Rochelle Urban</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+A%2E+Parker%22">Daniel A. Parker</searchLink><br /><searchLink fieldCode="AR" term="%22Digital+Promise%22">Digital Promise</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Colorado+Boulder+%28UCB%29%22">University of Colorado Boulder (UCB)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Digital+Promise%22"><i>Digital Promise</i></searchLink>. 2025.
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  Data: Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
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  Data: 36
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Logic%22">Mathematical Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Graphs%22">Graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study responds to the need to support science teachers in deepening their students' engagement in mathematics reasoning. To address this need, we collaborated with two school districts to (1) explore how to support middle school science teachers to integrate mathematics into their science classrooms and (2) examine what students learned by deepening mathematics engagement during their science instruction. We worked with teachers who used OpenSciEd instructional materials, which integrate opportunities for mathematical reasoning as students work with data to explain science phenomena. The research team designed professional learning experiences and resources aimed to help teachers deepen their mathematics knowledge, support students' mathematical reasoning, and modify instructional materials to enhance connections to mathematics. We developed a student mathematics assessment, administered teacher surveys, conducted teacher interviews, and observed classroom instruction. Broadly, our study indicates that teachers can enhance student engagement in mathematics during phenomenon-based science instruction, given access to appropriate resources and support. In addition, our findings identify features of instruction that were successful in deepening students' mathematics engagement. These findings inform recommendations for diverse interest holders to support mathematical reasoning in science classrooms. [This report was produced in collaboration with OpenSciEd.]
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  Data: 2026
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  Data: ED678877
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      – Text: English
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        PageCount: 36
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Science Teachers
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      – SubjectFull: Mathematical Logic
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Science Instruction
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      – SubjectFull: Teacher Attitudes
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      – TitleFull: Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units
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