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title: STEM Education Enthusiast! October's 🍁 Moving STEM Forward newsletter
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How TERC Research Is Creating Change: From joyful family math to student agency, teacher leadership, and more inclusive STEM learning. ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏  ͏ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­  

| View in browser Volume 5, Issue 10 October 2026 Research in Action At TERC, research starts with questions about how people learn, teach, and engage with STEM. This month, see how TERC researchers are turning those questions into new insights and approaches that will shape STEM learning and teaching. Creating Space for Young Women to Make It Their Own What happens when young women have the freedom to bring their own interests and ideas into making? TERC researchers found that hands-on making experiences can build agency by giving young women opportunities to personalize, plan, experiment, and create. Article: “You can bring yourself into your piece.” Young women’s agency in making Authors: Ken Rafanan, Nuria Jaumot-Pascual, Elise Levin-Güracar, and Teresa Lara-Meloy   Read the book chapter ➡️ Recognizing the Many Ways Students Make Sense of Math When educators recognize the many ways students communicate their mathematical thinking, they can better understand and support what students know. TERC researchers explored how bilingual students use language, gestures, technology, and collaboration to make sense of math and develop solutions. Article: Using a Translanguaging Lens to Analyze Students’ Meaning-Making in Mathematics Authors: Marcela Ossa-Parra, Tracy Noble, and Andee Rubin   Read the article ➡️ Rethinking What It Means to Be a Teacher Leader What makes someone a teacher leader? TERC researcher Annie Sussman spoke with mathematics and science teachers and found that leadership isn’t defined by a title. It grows through collaboration, learning, vulnerability, and helping colleagues grow together. Article: Teacher Leadership: Collective Growth Through Collaboration Authors: Annie Sussman   Read the article ➡️ Helping Families Find the Joy in Math When parents and paraeducators feel confident with math, they can help children experience it differently, too. TERC researchers Audrey Martínez-Gudapakkam and Sabrina De Los Santos Rodríguez are helping families turn everyday moments into opportunities for joyful math learning while building their confidence as teachers, mentors, and partners in their children’s education. Article: Math Is Magical: A Conversation with TERC About Family Math Read the article ➡️ Opportunities Help Shape How We Support Neurodivergent Math Learners TERC and the Maine Mathematics & Science Alliance are recruiting consultants and educators for Learning from Student Thinking, a new project exploring how neurodivergent students in grades 3–5 develop and communicate their mathematical reasoning.  Educator Consultants Join a team of six educators helping to facilitate training and support participating educators. Educators with experience working with neurodivergent math learners in grades 3–5 are encouraged to apply. This 10-month consulting role is approximately 150 hours and includes $5,000 in compensation. Apply by October 15.   Participating Educators Deepen your understanding of how neurodivergent students approach math and learn strategies for recognizing and responding to their thinking. Approximately 40 educators will receive training and interview five students, while contributing to research that could help educators better support neurodivergent math learners. Participants receive $700 and six contact hours. Apply by October 31.   Learn more and apply ➡️   terc.edu, \| 2067 Massachusetts Ave, Cambridge, MA 02140 Unsubscribe |
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