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����AV professor was awarded a National Science Foundation (NSF) grant in support of her project “Framework for Integrating Technology for Equity (FIT for Equity).” Working with Suh as coprincipal investigator is , also of the School of Education in the College of Education and Human Development.

The project aims to strengthen teachers’ abilities to use technology in transformative ways. By developing data literacy lessons that incorporate transformative technologies, Suh and her team will address community-based challenges and humanize mathematics through culturally relevant tasks.

By combining modern technology with effective teaching practices, it is possible to create a dynamic learning experience that will inspire a new generation of mathematicians and problem solvers.

This project builds on the ongoing research that Suh and Wills have conducted in increasing teacher awareness of the importance of equity in education and their work in developing the tools and resources for teachers.

“This project aligns perfectly with our passion for educational technology, equitable instruction, and curriculum development. The FIT for Equity project expands on the framework created by our team,” said Suh, who teaches in the and Programs. “It aims to enhance equity in mathematics classrooms by integrating culturally relevant math teaching principles and emphasizing data literacy, which is a key focus at both state and national levels in math education.”

Through the EqT-Tech framework, Suh and her colleagues previously developed a lesson analysis tool to help teachers choose technology for the math classroom in judicious ways. For this work, Suh and her EqT-Tech colleagues received the National Technology Leadership Initiative Fellowship in Mathematics .

“Traditional teaching methods often fail to engage students or address their individual learning needs,” Suh said. “FIT for Equity aims to bridge this gap by leveraging technology and interactive learning to make math more accessible and relevant.”

The FIT for Equity project will be implemented in phases, starting with an innovative professional development model called “Inclusive Lesson Study,” which brings together teachers, students, and community members to cocreate lessons.

“We will get to work in classrooms to understand how teachers consider equitable implementation of technology into their inquiry-based data literacy lessons,” said Wills, an associate professor in George Mason’s , , and programs.

The project will be piloted in Virginia, Ohio, Tennessee, and Michigan, in collaboration with researchers at Bowling Green State University (Bowling Green, Ohio), Middle Tennessee State University (Murfreesboro, Tennessee), and Wayne State University (Detroit, Michigan). Each university is in a diverse school district.

University researchers will work with teachers in their respective school districts to provide them with specialized training on how to integrate these new methods into their classrooms. The effectiveness of the lessons will be evaluated through continuous feedback and refinement.

The project will explore how emerging technologies, such as dynamic graphical software, adaptive learning and collaborative platforms, artificial intelligence (AI), geographical information systems (GIS), virtual reality (VR), and others can provide access to inquiry-based learning, and foster mathematical identity and agency.

The project will examine how formative assessment tools can assist in tailoring instruction to individual student needs. In addition, it will illustrate ways in which collaborative platforms can enhance collective learning, and how technology can amplify mathematical thinking processes. The research team will also look at how data tools and GIS can provide insights into lessons around social justice issues, thus making learning more inclusive and relevant.

“We hope to contribute to the development of innovative teaching strategies that can be scaled and adapted to diverse educational settings, ultimately making a significant impact on mathematics education,” said Suh.

Suh and Wills also hope that the FIT for Equity project will bring greater alignment to K-12 mathematics education with the new Virginia math Standards of Learning (SOL) focused on data literacy.

“This project emphasizes the development of critical thinking and problem-solving skills, which are essential for students’ future academic and career success. By focusing on data literacy, the project also prepares students for a data-driven world, equipping them with the skills needed to navigate and analyze complex information.”

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