The purpose of this study is to investigate the relationship between language identity, math anxiety, and the language resources used by college-age students when faced with a mathematics problem in a language other than the language(s) they speak.

Participation will involve (a) an initial 30-minute individual virtual interview and (b) a 70-minute in-person session, including a 30-minute math session, a 30-minute focus-group interview, and a 10-minute math anxiety andlanguage identity survey on: Tue. Feb. 13, 1 pm – 5 pm

If you are an undergraduate student at the University of Houston and are interested in participating, please sign up for an interview.

Using videos collected from the "Estudio de Investigación en el Pensamiento Matemático de los Estudiantes Hispanohablantes" study, we have created a video repository of native Spanish-speaking students in grades 3-6 solving fractions tasks. Important features of the repository include:

• It is freely available to anyone who requests permission to join. 

• It is searchable by grade, gender, and math topic. 

• Each video is accompanied by a transcript and some videos also include lesson plans for using the videos with preservice teachers. 

Please share this resource with others!

The goal of this study is to explore whether teachers are able to distinguish between videos of child actors solving mathematical tasks and the student who initially solved it. For the purposes of this study we are recruiting:

• Latino/Hispanic-looking child actors between 8-10 years old

• Teachers of mathematics in grades 3-5

Interested participants should contact the research team.

EN ESTE MOMENTO ESTE ESTUDIO DE INVESTIGACIÓN ESTÁ CERRADO.

Buscamos voluntarios que quieran participar en un estudio de investigación  sobre el pensamiento matemático de los estudiantes hispanohablantes.​

Su hijo puede participar si:​

• Estudia en tercer a quinto grado ​

• Habla español en la casa​

Los estudiantes participarán en una entrevista de 30 minutos, la cual se realizará en línea (por internet) y por video.​ Cada participante recibirá una tarjeta VISA por un valor de $20 al finalizar la entrevista. ​

The ETCS^3 project, funded from 2017-2022 by the US Department of Education, aimed to: (1) systematically strain current and future English as a Second Language (ESL) teachers to use an increasingly content-based approach to language acquisition to improve the academic and linguistic achievement of multilingual learners (MLs) and (2) to fully integrate and welcome the ML community into the school community.

HydroLearn is s platform for hydrology and water resources engineering instructors to find learning modules and collaborate on developing resources for teaching hydrology and water resources, funded by the National Science Foundation (NSF) under collaborative awards DUE-IUSE 1726965, 1725989, and 1726667; I-Corps 1644493; TUES 1122898; and CCLI 0737073. We are currently collaborating with CIROH, funded through the USGS and NOAA, to develop additional modules. Interested faculty should visit our website.

This project, funded from July 2017 - September 2018, involved a series of professional development activities focused on evidence-based, effective instructional practices that teachers can use when teaching math to English learners (ELs) in the grades 3 - 8. It focused on rational numbers since this has been found to be a particularly weak area for many American teachers and students.