Project Grant 2610410
- 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...
- Federal Grant Award Summary New York University received a $1.8 million Project Grant from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings under the STEM Education program (CFDA 47.076) beginning September 1, 2025, and extending through August 31, 2028. The award supports a longitudinal research study examining how everyday home interactions between toddlers (ages 18-30 months) and their caregivers support early mathematical cognition...
- 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 Research on Learning in Formal and Informal Settings awarded Brown University $690,697 under the STEM Education program (CFDA 47.076) on August 15, 2026. The recipient will conduct experimental research examining how children aged 4 to 7 develop scientific reasoning through parent-child interaction and through interaction with artificial intelligence agents. The project will administer age-appropriate scientific reasoning problems to children under...
- This Project Grant award from the National Science Foundation's STEM Education program (CFDA 47.076) will support a $496,337 research project to assess the malleability and impact of mature number sense among 3rd through 8th grade students. The research team at the University of Notre Dame will study how students' mature number sense - their ability to make sense of numbers, notice patterns, and flexibly select problem-solving strategies - changes over the course of an academic year and...
- 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 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...
- This Project Grant award from the National Science Foundation's STEM Education (CFDA 47.076) program provides $100,055 to Trustees of Indiana University (doing business as Indiana University) to investigate the impact of parent-child interactions on spatial skills and STEM motivation among 1st and 2nd grade students. The research aims to 1) identify specific aspects of parent-child interactions that predict children's spatial skills and STEM learning/motivation, 2) establish causal relationships...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded California State University, East Bay Foundation, Inc. $506,149 on September 1, 2026, under the STEM Education program (CFDA 47.076) to conduct research on multivariable interactive thinking (MIT) in science education. The research examines cognitive barriers to learning multivariable causal systems—complex, interactive systems where causes produce different effects depending on...
- The National Science Foundation Division of Undergraduate Education awarded $749,996 to the Research Foundation of the City University of New York (RFCUNY), doing business as Rfcuny - John Jay College, on July 1, 2026, under the STEM Education program (CFDA 47.076) to implement and study an integrated model combining student-centered supports with faculty development aimed at improving first-year STEM learning, engagement, and persistence at a commuter institution. The project will implement a...
The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded New York University $749,996 under the STEM Education program (CFDA 47.076) on August 1, 2026, to conduct a longitudinal study investigating how children develop field-specific ability beliefs about mathematics—the conviction that success in math requires exceptional intellectual talent or "brilliance." The research will track 220 children ages 6 to 7 and one parent or guardian per child across three assessment waves spaced roughly nine months apart over 1.5 years. The study will identify when children begin to associate mathematics (more than reading) with brilliance, examine how parents' own beliefs, parental feedback, and the home math environment shape these perceptions, and test whether early brilliance beliefs predict children's later math motivation, achievement, and career aspirations. By documenting how and where these ability beliefs originate, the project aims to produce foundational knowledge that can guide parents, caregivers, and teachers in creating learning environments that support sustained engagement with mathematics across diverse student populations. Performance takes place in New York, New York, with a period of performance from August 1, 2026, through July 31, 2029. The award is a project grant, the predominant assistance type in NSF STEM Education funding.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $750.0k | 7/30/26 |