This research will focus on children’s use of academic language when discussing fractions while solving equal sharing problems. It is also focused on their mathematical thinking related to fractions. An understanding of fractions is important to lay a foundation for students to understand more advanced mathematical concepts. Research indicates that if fractions are to be learnt from a deeper understanding, equal sharing problems can serve as a strong foundation. In order to conduct this research, we will be analyzing the mathematical language used by 3 to 10 third- fifth graders (ages 10 to 12) in interview contexts. The aim is to see how children use language to express their interpretations of fractions. The hypothesis is that children tend to be imprecise when talking about fractions which can lead to misconceptions. This analysis is intended to provide teachers with examples to consider so they can do a better job of supporting students in learning the language and concepts of fractions.

Research shows that the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) offers healthy outcomes for children such as positive cognitive development and increased nutritional intake (Jackson, 2014; Zimmerman et al., 2020). However, there is less information surrounding the correlation between children in WIC and their socioemotional development (Arons et al., 2016). There is even less research surrounding the implications of the program for children of color, as a majority of children enrolled in WIC are racially white (Thorn et al., 2018). This study seeks to understand early education educators and professionals' perceived influence of WIC on the socioemotional development of children of color in a classroom setting. The study used a mixed methods research design to conduct data collection from participants.

In 2016, the Department of Education in New York City, mandated that public schools report computer science education. Meaning that schools will have to report the number of computer science courses offered and the number of staff able to teach such courses, if any. The purpose of this study is to discover if there is any correlation between whether a school offers computer science courses and the demographics of the students, as well as looking at how offering computer science courses influences graduation rates or dropout rates of students in the school. To be included in this study, these schools must include 9th-12th grade, however, there are some schools that offer elementary and/or middle school education. I hypothesize that schools that offer computer science courses will have higher graduation rates and lower dropout rates than schools that do not offer computer science courses. Additionally, I hypothesize that the schools that offer more computer science courses will be correlated with a lower economic need of students enrolled in the school.