Project led by:

PI: Toni May, PhD
Co-I: Kristin Koskey, PhD 

Quantifying Curricular Reasoning (CR) as a Critical Practice in Teaching Mathematics is an NSF funded collaborative research project run by faculty at Drexel University (Toni May, PI and Kristin Koskey, Co-PI), Brigham Young University, Washington State University, Kansas State University, Bowling Green State University, and University of Nevada in Las Vegas. This four-year DRK-12 research grant draws on expertise from a multi-disciplinary team of mathematics educators and psychometricians to rigorously develop and validate two quantitative measures of CR (teacher self-report survey and observation assessment) through an iterative mixed-methods design-based research approach. Both instruments are intended to support teachers, educational leaders, and researchers in the improvement of mathematics teaching at the middle school level. Bridging the gap between research and practice is a central focus of this project and addressed by using practitioner input throughout the development process to ensure instruments align well with practitioner understanding, rather than relying on theory and researcher perspectives alone. Both instruments will be publicly available when development and validation processes are complete.