Project Grant 2600284
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded Horizon Research Inc. $547,647 on August 15, 2026, for collaborative research on formative assessment simulations designed to improve elementary mathematics teaching preparation. The project develops and evaluates teaching simulation tools for pre-service teacher education (K–5 grades). Teacher educators use the simulations to engage pre-service teachers in mathematics teaching practice and...
- The National Science Foundation Division of Undergraduate Education awarded $620,073 to the Trustees of Boston University on September 15, 2026, for a three-year collaborative research project developing and testing digital clinical simulations integrated into mathematics coaching cycles for high school teachers. The project will develop, pilot, and refine a model for incorporating realistic online practice scenarios into one-on-one instructional coaching, allowing mathematics teachers to...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded the Regents of the University of Michigan $418,577 on August 15, 2026, under the STEM Education program to study how teaching simulations and individualized feedback improve pre-service elementary mathematics instruction and classroom teaching practices. The project conducts three integrated studies examining the connection between simulated teaching performance and actual classroom...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded the University of Massachusetts $628,360 on August 1, 2026, to develop simulated student agents—AI-based systems designed to model how students think, learn, and respond during educational activities. The award funds research under the STEM Education program (CFDA 47.076). The research team will develop fully interactive student models capable of engaging in dialogues with teachers and...
- The National Science Foundation Division of Undergraduate Education awarded Educational Testing Service $129,920 on September 15, 2026, under the STEM Education program (CFDA 47.076) to develop and pilot a model for integrating digital clinical simulations into mathematics coaching cycles. Over the three-year performance period ending August 31, 2029, ETS will employ design-based research to develop, pilot, and refine instructional methods that use realistic online practice scenarios to give...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded Worcester Polytechnic Institute $265,797 on August 1, 2026, under the STEM Education program (CFDA 47.076) to develop simulated student agents powered by large language models. The project creates AI-based systems designed to model how students think, learn, and respond during educational activities, focusing on middle-school mathematics. The research team will develop fully interactive...
- This collaborative research project, funded by the National Science Foundation (NSF) Division of Undergraduate Education under the STEM Education program (CFDA 47.076), delivers comparative instructional development and evaluation services designed to improve preservice STEM teacher preparation. The award of $575,142, initiated October 1, 2025, and concluding September 30, 2029, supports the development and assessment of two instructional modalities: Virtual Reality Artificial Intelligence (VR...
- This $149,983 Project Grant awarded by the National Science Foundation (NSF) under the STEM Education (CFDA 47.076) program aims to develop, implement, and evaluate web-based AI-driven classroom simulation tools that will improve evidence-based mathematics teaching practices. The project will create a suite of open-source simulations to support pre-service teachers in fostering rich mathematical discourse in their classrooms. It will also produce open data sets of mathematical dialogue and...
- The National Science Foundation awarded a $554,710 project grant to Trustees of Boston College under the STEM Education program (CFDA 47.076) to conduct collaborative research on early number development from July 15, 2022 to June 30, 2026. The research will involve over 3,000 children aged 2 to 5 years old across 28 U.S. states and 27 countries to investigate how toddlers and preschoolers perceive, reason about, and communicate numbers. Two foundational studies will examine number perception...
- This $850,000 Project Grant from the National Science Foundation's STEM Education program (CFDA 47.076) will support the Massachusetts Institute of Technology in developing mixed reality participatory simulations to support complex systems learning. Over three years, MIT will design two mixed reality simulations using augmented and virtual reality headsets that allow classroom groups of students to collaboratively engage with system of systems models. Each student group will take on roles like...
The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded Trustees of Boston University $335,391 on August 15, 2026, under the STEM Education program (CFDA 47.076) to conduct collaborative research on formative assessment simulations designed to improve mathematics teaching practices among pre-service elementary teachers (K–5). The project studies how simulations of mathematics teaching practice paired with individualized feedback affect pre-service teachers' instructional growth and actual classroom performance. The research involves undergraduate pre-service teachers and teacher educators across five universities in the United States. Three integrated studies employ qualitative and quantitative methods: the first examines how accurately teaching simulations capture K–5 classroom performance; the second assesses whether feedback received during simulations improves performance in subsequent simulations; and the third investigates whether participation in simulations and feedback receipt translates to improved classroom instruction. Collectively, the project aims to establish whether these tools, when used by teacher educators, produce positive changes in elementary pre-service teachers' mathematics instruction. Work is performed in Boston, Massachusetts. The period of performance runs through July 31, 2029. The assistance type is Project Grant.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $335.4k | 8/14/26 |