Partnerships
Building Next Generation Algebra Reasoning Models to Support Student Learning
A Research Partnership and Grant Opportunity for Middle & High Schools
Across the country, teachers work every day to diagnose not just whether students are getting answers wrong in Algebra, but why. A student’s incorrect response often reflects a deeper misconception—about variables, equivalence, proportional reasoning, or functions—that, if left unaddressed, can compound over time and limit future learning.
Learning Collider is launching a new kind of model of student understanding in Algebra. Unlike tools available today that focus on right or wrong answers, this frontier model aims to identify patterns of student misconceptions and translate them into actionable insights that teachers can use to better support their students.
To accomplish this, we are inviting school schools to partner with us by contributing examples of handwritten student work in Algebra. All examples of student work will be strictly anonymous and no personally identifiable information will be collected. Participating districts will receive grant funding in recognition of the time and effort required to support data collection, and will play a direct role in shaping tools designed to improve math instruction across the country.
Eligibility Requirements
Learning Collider is seeking districts to partner that meet the following criteria:
Districts that can contribute 1,000+ student worksheets to the research initiative (10 questions per worksheet)
Worksheets must be completed by students actively enrolled in algebra, or who have completed algebra within the last 3 school years
Worksheets will be supplied by Learning Collider and must be administered under testing conditions