skip to main content


Search for: All records

Creators/Authors contains: "Greene, M."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Lamberg, T. (Ed.)
    There is growing recognition that mathematical modeling can be a lever for equity in elementary mathematics classrooms. This study focuses on the impact of a professional development program focused on culturally responsive mathematical modeling on 8 kindergarten through 2nd grade teachers’ practices in modeling lessons. We use a project developed observation tool to evaluate two video recorded modeling lessons from each teacher (16 total). Findings focus on patterns in the strengths and challenges in primary grade teachers’ practices for teaching modeling, including how teachers’ practices align with culturally responsive teaching. We discuss implications of our findings for the design and refinement of professional development. 
    more » « less
    Free, publicly-accessible full text available November 1, 2025
  2. Graph neural networks (GNNs) have emerged as a powerful tool for tasks such as node classification and graph classification. However, much less work has been done on signal classification, where the data consists of many functions (referred to as signals) defined on the vertices of a single graph. These tasks require networks designed differently from those designed for traditional GNN tasks. Indeed, traditional GNNs rely on localized low-pass filters, and signals of interest may have intricate multi-frequency behavior and exhibit long range interactions. This motivates us to introduce the BLIS-Net (Bi-Lipschitz Scattering Net), a novel GNN that builds on the previously introduced geometric scattering transform. Our network is able to capture both local and global signal structure and is able to capture both low-frequency and high-frequency information. We make several crucial changes to the original geometric scattering architecture which we prove increase the ability of our network to capture information about the input signal and show that BLIS-Net achieves superior performance on both synthetic and real-world data sets based on traffic flow and fMRI data. 
    more » « less
    Free, publicly-accessible full text available May 2, 2025
  3. Lamberg, T ; Moss, Diana (Ed.)
  4. Thought must be given to how individuals from underrepresented groups (URGs) conceptualize their academic engineering identities. Black male students have been shown to face a great challenge in integrating their racial identification into their self-concept. This “balancing act” involves the navigation and negotiation between multiple social spaces. The establishment of a positive identity associated with engineering is critical to how underrepresented students establish their sense of agency and overall “fit” within the institutional and/or professional setting. Yet, because of low numbers in participant populations, many studies fail to disaggregate the experiences of individuals from URGs. Further, if makerspaces represent an avenue of hope for fostering a generation of makers and innovative thinkers prepared to address the needs and challenges of our society, it is quite plausible that without careful attention we could be building another exclusionary system through makerspaces, grounded in the acceptance of Caucasian, male experiences and perceptions as the status quo. As making could potentially impact academic progression, through early exposure and opportunities to develop confidence through building, design, iteration and community, it is critical that we understand how all students, especially those from underrepresented groups, come to affiliate with, become alienated from and/or negotiate the cultural norms within these maker communities. To achieve this, it is necessary to explore the complexities of underrepresented students’ identity development. This study investigated the experiences of Black male engineering students that have also engaged in university-affiliated makerspaces as makers. Seven Black male students from a range of institution types, including Predominantly White Institutions (PWIs), Historically Black Colleges and Universities (HBCUs) and Asian American Native American Pacific Islander Institutions (AANAPI), participated in narrative interviews to ascertain stories of their personal growth and identity development. Engaging in makerspaces was found to promote agency and engineering identity for Black male undergraduates; however, makerspaces located at PWIs were found to reflect the heteronormative culture of engineering in a way that challenged smooth navigation in and through these spaces for Black men. 
    more » « less