The section on Early Childhood Mathematics and Science Education encourages submissions that examine interventions, programs, or practices designed to support the development of mathematical or scientific thinking in young children. While preschool children are likely to be the age group in many studies, research on younger children or children making the transition to elementary school are included in this section. Of particular interest are studies that examine the use of educational technology to enhance teaching and learning in early childhood settings, as well as the development and validation of new assessments in mathematics or science. Longitudinal research that focuses on key predictors of school success with a view toward designing mathematics or science interventions is also encouraged.
The Mathematics and Science Education in the Elementary Grades section encourages submissions that target mathematics or science instruction and learning in classroom settings at the elementary school level. Of particular interest are studies that evaluate the impact of innovative interventions or assessments designed to improve teacher quality and student outcomes in mathematics or science. Research that examines teaching and learning in mathematics or science with specific subpopulations of elementary school students, such as English language learners, or contextual factors that moderate the efficacy of mathematics or science interventions, are also welcome.
The section on Mathematics and Science Education in the Secondary Grades encourages submissions that evaluate interventions or programs aimed at improving teaching and learning in mathematics and science for middle and high school students. Programs may be targeted toward students or teachers, and include studies of program effectiveness, teacher evaluation, or professional development. Research that examines the contributions of cognitive science and the role of technology in improving mathematics and science learning is of particular interest. New measures of program implementation and student outcomes that align with critical content and processes in secondary mathematics and science education are encouraged.
The AtRisk or Underserved Learners in Mathematics and Science section encourages submissions that assess the efficacy of interventions, programs, or measures to identify or support students with learning difficulties or students at risk for learning difficulties in mathematics or science. Longitudinal studies that identify key predictors of learning difficulties in mathematics and science also are welcome. The potential malleability and utility of the predictors in designing interventions should be emphasized.
The Research Methods section encourages submissions that focus on new methods or extensions of existing methods relevant to problems of establishing causal relations in education. Proposals should be placed in a historical context, with attention to citing prior methodological research, and should provide detailed information regarding data designs, simulation designs, and/or mathematical derivations that support causal inference. Consistent with the theme, preference will be given to methodological applications specific to, or motivated by, mathematics and science education, but all submissions will be given full consideration.
