 SRI learning and tech visionary, Jeremy Roschelle, recently detailed the organization’s latest math education research to HotChalk. Roschelle, director of SRI’s Center for Technology in Learning, is an expert on computer-supported collaborative learning and the uses of innovative technology in learning. Silicon Valley-based SRI, a leading independent research and technology development organization, does R&D for government agencies, businesses, and foundations. SRI also licenses its technologies and creates spin-off companies.
Name: Jeremy Roschelle
Title: Director, Center for Technology in Learning SRI International Menlo Park, Calif.
Education:
Ph.D., 1991, Learning Sciences, University of California, Berkeley
M.S., 1989, Learning Sciences, University of California, Berkeley
B.S., 1985, Computer Science, M.I.T.  Q: What are the most pressing issues in K-12 education?
A: The biggest challenge is clearly math education because of its importance for kids to go into college, go into science and technology careers, and even finish high school. There’s a growing sense that math is what really deserves our attention right now. One very important trend is that people are really paying attention to what research shows is working. The National Math Panel (U.S. Department of Education National Mathematics Advisory Panel) has shown that up to this point, people have been reluctant to ask for evidence about what works. No Child Left Behind called for scientifically based research, and it got people thinking about the research basis for improving math instruction. Another important trend is the recognition that technology has to be part of teaching mathematics. Q: What’s SRI doing in this area? A: We have been conducting research with technology to address two of the most difficult math concepts—fractions in elementary school and proportionality in middle school. Using technology with the right kinds of software can really help--and in the kind of schools where it most matters. We’re talking about schools with half the parents in poverty and student populations that reflect the real diversity of America. Q: How can software enhance math learning? A: In our TechPALS study this year, we found that software enables cooperative learning for students in groups of three. In particular, they learned more than fellow students did in a computer lab with headsets on, using a commercial product and working individually. We saw fourth-grade children who were initially confused as to why the fraction ½ and a pie with two of four areas shaded represented the same number. After their peers explained it, they began to master equivalent fractions and perform better on tests. The software runs on convenient handheld devices and a wireless network, providing feedback on student performance and allowing the teacher to focus support on the children who need it most. Q: What’s working in middle school? A: Our Scaling Up SimCalc project in 2005-2007 tested software that uses animation and graphs to address the difficult topics of proportionality and related pre-algebra concepts. In this project, we scaled up University of Massachusetts research-based software to over 100 Texas schools. Our results were statistically significant enough and powerful enough to move a kid from the 50th to the 80th percentile. Q: What’s the next step? A: The vision is to build from these successes to a fully digital math curriculum from late elementary through Algebra II. That would allow us to integrate a coherent learning progression with the most powerful and appropriate technology for each topic. We’re looking for schools to pilot-test our concept of a fully digital math curriculum. Interested districts can contact the Center for Technology and Learning at simcalc-inquiry@ctl.sri.com.  Sheila Riley is a San Francisco-based freelance journalist. She is also an experienced online editor and ESL curriculum developer, and teaches ESL at City College of San Francisco.
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