Since 1987, over 10,000 teachers and teacher leaders fromÂ over 100 districts and private and charter schools and over 12,000 K-12 students have benefited from RUSMP programs.
RUSMPâ€™s research on K-12 mathematics teachersâ€™ technological, pedagogical, and content knowledge (TPACK) indicated that standards-based mathematics teaching beliefs positively predicted teachersâ€™ level of TPACK. Predictive value of having a college/graduate mathematics degree on the level of TPACK was greater for elementary and middle school teachers than for high school teacher. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK.Â
Evaluation of the first two years (2016-17 and 2017-18) of RUSMPâ€™s NSF-funded Noyce Master Teaching Fellowship programs indicated, participating teacher leaders improved their mathematical knowledge for teaching and leadership skills.Â
RUSMPâ€™s research on culturally-relevant instruction revealed that an intervention weaving culture, art, mathematics, and coding had positive impact on computer science-oriented possible-selves of high school students who were from underrepresented populations in computer science and other STEM fields.Â
RUSMPâ€™s research related to school work environments indicated that school principalsâ€™ autonomy support positively predicted K-12 mathematics teachersâ€™ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachersâ€™ motivation for teaching were moderated by the level of autonomy support provided by the school principal.Â Â Â
Research on RUSMP programs indicates that participating teachers increase their mathematical knowledge for teaching (MKT)* and their self-efficacy, and change their beliefs about teaching and learning mathematics and their classroom practices to align with current research on teaching and learning.
Academic-year classroom observations of RUSMP participants indicate that they engage students in dialogue, affirm and build upon studentsâ€™ thinking and questions, and provide students with adequate time to construct and explain their solutions.
Students of participating teachers perform significantly better, in general, on standardized tests than comparable students whose teachers have not participated in RUSMP programs.Â
RUSMP has produced about 100 research papers that were published in peer-reviewed journals, conference proceedings, or book chapters. RUSMP also produced more than 110 evaluation reports. RUSMP has presented research related to mathematics and STEAM education at more than 115 international or national conferences.
*RUSMP researchers found that greater mathematical knowledge for teaching is associated with higher student achievement on mathematics assessments.
"It was a great experience. I learned the basics of what I will be learning in this upcoming school year. This institute will give me an advantage in my class over the other students."Â â€“ K-12 student
"I have always been enthusiastic and excited about my role in the classroom; however, after attending the Rice University Summer Math Program, I feel empowered to motivate my students through inquiry and discovery as a facilitator rather than an instructor.â€ť â€“ Teacher participant
"I think it was not until this summer, even after teaching for two years, that I really completely understood what having number sense meant."Â â€“ Teacher participant
"I enjoyed every minute of it [Summer Campus Program], it kept me going, it kept me busy ... it wasn't a standard sort of summer training where I'm just kind of sitting and listening to people lecture me."Â â€“ Teacher participant
"Summer program was very interactive, very engaging, and very thought provoking."Â â€“ Teacher participant
"The most valuable [experience in Summer Campus Program], I would say [was] the collaboration with the teachers that I had (the instructors) and just my peers. It was just an invaluable experience, because I feel like we learned too much, and at the same token, we had such a great time doing it. It was definitely the best part." Â â€“ Teacher participant
"Your organization has been key in developing the content, planning, and accountability pieces for highly effective math instruction.Â Our students are making gains in great part due to our partnership."Â â€“ PrincipalÂ Â
"My time was well spent in meaningful activities with powerful professional leaders to help me become a more effective coach as I work with teachers in order to increase student achievement in mathematics.â€ť â€“ Teacher leader