This project will focus on designing high-quality, developmentally appropriate NASA-themed mathematics learning activities for P\u201316 classrooms. The
\nstudent will investigate space science content such as planetary data, orbital motion, moon phases, and scale modeling. They will translate this
\ninformation into rich mathematical explorations aligned with Arizona and national mathematics standards. Activities could be created for multiple grade
\nlevels, ranging from playful hands-on problems for early elementary students to modeling and data analysis tasks for high school learners. Each activity
\nwill include a teacher guide, student instructions, assessment suggestions, and connections to authentic NASA missions or datasets. The project will
\nculminate in a digital repository of classroom-ready resources that can be shared with teachers across northern Arizona. The undergraduate scholar will
\nengage in all phases of curriculum research and design. This includes reviewing NASA education materials, exploring NASA datasets and visualizations,
\nand using inquiry-based mathematics pedagogy to shape engaging learning experiences. The student will test activities locally (either by piloting with
\npartnering teachers or through outreach events) and then refine them based on feedback and reflection. The project will position the student to present
\ntheir work at the NAU Undergraduate Symposium and at regional STEM outreach events. This project supports both NASA\u2019s mission and NAU\u2019s
\neducational goals. It promotes STEM identity development, strengthens mathematical modeling and problem-solving, and builds community partnerships
\nbetween the university and local schools. By combining mathematics, space science, creativity, and outreach, the project offers a pathway for the student
\nto gain research experience while providing teachers and young learners with powerful, curiosity-driven connections between mathematics and the
\nuniverse.<\/p>\n
Across two semesters, the undergraduate student will engage in a structured cycle of research, curriculum design, testing, and dissemination. During the
\nfall semester, the student will dedicate approximately 8\u201310 hours per week to learning NASA content, reviewing existing NASA education resources, and
\nidentifying mathematical concepts appropriate for P\u201316 audiences. They will analyze NASA datasets (e.g., planetary distances, satellite imaging,
\natmospheric measurements), align them with grade-level mathematics standards, and begin drafting activity prototypes. By mid-semester, the student
\nwill produce multiple early-stage lesson\/activity samples and participate in mentorship meetings for feedback, revisions, and pedagogical development.
\nDuring the spring semester, the student will continue at approximately 8\u201310 hours a week, shifting to field testing, revision, and product completion.
\nActivities will be piloted either in local classrooms, outreach programs, or simulated environments with peer learners. The student will revise materials
\nbased on teacher\/participant feedback and expand each task into a full instructional module including teacher notes, standards alignment, data sources,
\nassessment ideas, and NASA mission connections. The student will also prepare a capstone poster and oral presentation for the NAU Undergraduate
\nSymposium, along with a shareable digital repository of activities. Throughout both semesters, the student will document their work through reflective
\njournaling, research summaries, and\/or progress reports. By project completion, the student will have developed multiple classroom-ready NASA
\nmathematics activities and gained meaningful experience in curriculum design, data literacy, community engagement, and STEM communication. This
\nworkload reflects an estimated total of 240\u2013300 hours (15\u201320 hours per week across fall and spring combined) and is appropriate for the scope and rigor
\nof a NASA Space Grant research experience<\/p>\n
By the end of the two-semester project, the undergraduate student will produce a portfolio of classroom-ready NASA mathematics activities designed for
\nmultiple grade bands (elementary, middle, and high school). Each activity set will include teacher implementation guides, lesson structure, student-facing
\nmaterials, connections to NASA missions, and standards alignment. These products will be compiled into a digital open-access activity library that can be
\nshared with local partnering schools, NAU teacher preparation programs, and regional STEM outreach networks. In addition, the student will showcase
\ntheir work at the NAU Undergraduate Symposium, preparing a research poster and an oral presentation that demonstrate the development process,
\npedagogy, and classroom applications of the activities. Depending on project progress and interest, the student may also contribute to presentations at
\nregional teacher conferences or STEM outreach events, such as the Arizona Science Teachers Association conference, Space Grant regional
\ngatherings, Math Teachers\u2019 Circles, or community STEM nights. These activities will provide them with professional communication skills and meaningful
\nnetworking experiences. This project will prepare the student for future opportunities in STEM education, curriculum development, or graduate research
\nwhile generating valuable instructional resources for the wider P\u201316 community.<\/p>\n","protected":false},"excerpt":{"rendered":"
Project 1 This project will focus on designing high-quality, developmentally appropriate NASA-themed mathematics learning activities for P\u201316 classrooms. The student will investigate space science content such as planetary data, orbital motion, moon phases, and scale modeling. They will translate this information into rich mathematical explorations aligned with Arizona and national mathematics standards. Activities could be […]<\/p>\n","protected":false},"author":575,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","ring_central_script_selection":"","footnotes":""},"class_list":["post-2217","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/pages\/2217","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/users\/575"}],"replies":[{"embeddable":true,"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/comments?post=2217"}],"version-history":[{"count":5,"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/pages\/2217\/revisions"}],"predecessor-version":[{"id":2303,"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/pages\/2217\/revisions\/2303"}],"wp:attachment":[{"href":"https:\/\/in.nau.edu\/nasa-spacegrant\/wp-json\/wp\/v2\/media?parent=2217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}