Project AIM, a partnership between the NC State College of Education and Horizon Research, Inc., is a year-long professional development program that helps elementary school teachers learn to promote mathematics discourse for all learners using techniques adapted from literacy instruction to
This article shares a mathematics discourse technique adapted from literacy instruction and designed to prepare students' engagement in a mathematics task by model mathematical thinking.
This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems.
This article describes a mathematics professional development program for elementary school teachers focused on improving mathematics discourse for all students, in particular emergent multilingual learners.
In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks.
In this chapter, we use the Framework for Teaching Practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) as a conceptual tool for analyzing the design of professional development.
Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but succ
This article and my career as an educational researcher are grounded in two fundamental assumptions: (a) that research and practice can and should live in productive synergy, with each enhancing the other, and (b) that research focused on teaching and learning in a pa
Part of the Math Assessment Project has involved research into how t