Project Grant 2618938
- 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 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 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...
- 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...
- This National Science Foundation (NSF) STEM Education Program (CFDA 47.076) Project Grant award of $250,000 to the University of Virginia aims to develop, implement, and evaluate web-based AI-powered teaching 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...
- 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 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's Division of Research on Learning in Formal and Informal Settings awarded $2,132,239 to the University of Alabama on September 15, 2025, under the STEM Education (CFDA 47.076) program to implement the Advancing Professional Development of Transformative Elementary Mathematics Specialists (TEMS) project. The initiative directly addresses the need for improved elementary mathematics education by preparing and supporting 60 elementary mathematics specialists...
- 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...
- The National Science Foundation Division of Undergraduate Education awarded Education Development Center, Inc. $747,663 on August 15, 2026, under the STEM Education program (CFDA 47.076) to design, test, and scale a professional learning model for rural STEM teachers navigating artificial intelligence integration. EDC will partner with the University of Wisconsin-Milwaukee to deliver three intensive three-week online sprints for forty rural STEM teachers, engaging them in collaborative...
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 mathematics teachers repeated, deliberate practice with effective teaching practices before classroom implementation. Working in partnership with Boston Public Schools, the project will support 15 high school mathematics coaches in learning to design and use digital simulations within one-on-one coaching cycles. The project directly engages up to 30 teachers who collectively serve approximately 3,000 students, with potential for broader reach through coaches' full caseloads. The research will investigate how instructional coaches design and integrate digital clinical simulations within coaching cycles to support teachers' development of effective mathematics teaching practices; how programmatic components across project phases contribute to coaches' learning; and how teachers engage in coaching cycles with simulations and take up and enact effective mathematics teaching practices. Two cohorts of coaches will move through the project phases. Place of performance is Princeton, New Jersey. The assistance type is Project Grant.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $129.9k | 8/11/26 |