Project Grant 2610288
- The University of Notre Dame received a $553,429 National Science Foundation Project Grant under the federal STEM Education program (CFDA 47.076) to characterize and assess number sense in third through eighth grade students. The University will deliver research and analysis on number sense development and proficiency from 2021 through 2023. The STEM Education program supports the development of a well-prepared STEM workforce and scientifically literate citizenry through research and projects...
- The National Science Foundation (NSF) awarded a $305,000 STTR Phase I Project Grant to Nd-Diagenomix, Inc. (doing business as Adapta Education, Inc.) to develop a web-based formative assessment system for high school math education. The project aims to address critical problems in math education, including student learning deficiencies and teacher burnout, by creating a highly efficient and personalized assessment platform that can be easily customized by teachers. The system will leverage...
- The National Science Foundation Division of Undergraduate Education awarded the University of Notre Dame $163,995 on October 15, 2026, under the STEM Education program (CFDA 47.076) to develop ERICA (Educational Security-Focused Intelligent Coding Agent), an AI-powered learning tool for undergraduate secure coding education. ERICA will deliver formative feedback, adaptive scaffolding, and evidence-based instructional support to help students learn secure software development. The project...
- The National Science Foundation Division of Behavioral and Cognitive Sciences awarded the Strategic Education Research Partnership Institute $316,500 on July 1, 2026, under the Social, Behavioral, and Economic Sciences program (CFDA 47.075) to compile a comprehensive database of student learning and outcome data for mathematical content in grades 4–10. The project develops AI-enabled assessment tools to analyze student handwritten responses to math problems, automatically identify...
- 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...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded Northwestern University $830,069 on September 15, 2025, under the STEM Education program (CFDA 47.076) to design and iteratively develop an elementary after-school mathematics program that expands conceptions of mathematics for both teachers and students. The project operates as a five-year design-based study across two elementary school sites in Evanston, Illinois, running through August 31,...
- The National Science Foundation Division of Behavioral and Cognitive Sciences awarded the University of Delaware $235,384 on July 1, 2026, under the Social, Behavioral, and Economic Sciences program (CFDA 47.075) to develop AI-enabled assessment tools and a comprehensive database supporting mathematics education research and teacher practice. The award funds compilation of fine-grained student learning and error data spanning grades 4–10 from over 3,500 students and 700,000 work samples. The...
- 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 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 $119,212 National Science Foundation project grant supports the development of open response assessment items to evaluate undergraduate student engagement in mathematical sensemaking across science disciplines. Funded under the NSF's STEM Education program (CFDA 47.076), the California State University, Stanislaus will apply an evidence-centered design process to create assessment items aligned with a three-dimensional learning framework. The university will conduct validity studies,...
The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded the University of Notre Dame $697,279 on August 15, 2026, under the STEM Education program (CFDA 47.076) to develop and validate an adaptive assessment system measuring mature number sense for students in grades 3–12. The project will expand and calibrate a large item bank through expert review, teacher partnerships, student think-aloud protocols, and a multi-agent large language model framework. The resulting assessment system will adjust to students' skill levels, reduce unnecessary testing time, allow multiple attempts to capture student thinking, and generate score reports providing teachers with actionable information to guide instruction. The assessment is designed to be psychometrically rigorous, instructionally informative, and scalable for classroom implementation. Performance occurs at Notre Dame, Indiana, with work completing July 31, 2029.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $697.3k | 8/7/26 |