Discover + define
Identify a stakeholder, need, constraints, and success criteria.
Current evidence status
The shared Community Math Studio learning contract is implemented across the 22 standard culminating projects. Outcome collection begins with classroom use. No causal learning, equity, or scale claim is published before common measures, scoring calibration, and implementation records are available.
The learning model
Estimate + assume
Estimate before calculating and name quantities, units, assumptions, and unknowns.
Build two models
Connect equations with a table, diagram, graph, prototype, or digital representation.
Test + validate
Use evidence, measurements, extreme cases, or another representation to test reasonableness.
Critique + revise
Respond to a peer's notice, question, and challenge with a mathematical revision.
Defend + transfer
Defend the decision, acknowledge a limitation, respond to an audience, and solve a novel case.
What students are expected to demonstrate
Mathematical substance
Accurate content, connected representations, assumptions, validation, tradeoffs, and transfer.
Mathematical language
WIDA-aligned explaining and arguing using quantities, representations, evidence, and respectful critique.
Agency
Meaningful choice of stakeholder, context, model, evidence, language resources, and final recommendation.
Improvement
Visible movement from estimate and first model through feedback, revision, defense, and a new case.
Evaluation measures
| Construct | Evidence | Quality check |
|---|---|---|
| Content and modeling | Baseline task, project artifacts, and novel transfer task | Common analytic rubric and double-scored sample |
| Language development | Explanation, argument, critique, and revision samples | Math and language dimensions scored separately |
| Opportunity to learn | Participation, completion, support use, revision, and transfer | Results reviewed across relevant learner groups |
| Agency and experience | Student reflection, choice record, and representative feedback | Response rates and negative cases reported |
| Implementation | Time, teacher moves, adaptations, and support requests | Independent-teacher implementation records |
| Authentic contribution | Audience feedback and student response | Evidence that feedback affected a model or decision |
Reporting commitments
- Publish sample size, implementation dates, dosage, missing evidence, and limitations.
- Report effect magnitude and uncertainty rather than relying only on testimonials.
- Keep null or negative findings visible and document what changed because of them.
- Separate interface completion from demonstrated mathematics and transfer.
- Version the rubric, project contract, and implementation guide.