The KATE project uses a design-experiment approach (Lamberg & Middleton, 2009) to develop technology-enriched teacher preparation strategies to address equity in algebra learning. The foundation for this work is a set of Hypothetical Learning Trajectories (HLTs) for teaching algebra for equity. These HLTs are being used by the research team as frameworks to guide the development of assessments, interviews, and learning activities for a pilot group of preservice teachers.

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