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Curricular Materials

Project AIM: Helping Teachers Promote Mathematics Discourse for All Learners

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

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Publications

Launching a Discourse-Rich Mathematics Lesson

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.

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Supporting Sense Making with Mathematical Bet Lines

This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems.

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Talk is the Ticket to Teaching Math to English Learners

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.

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Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks.

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Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers

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.

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Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students

Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but succ

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What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined

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

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Instruments

Teaching for Robust Understanding (TRU)

Part of the Math Assessment Project has involved research into how t

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Measuring the Mathematical Quality of Instruction

In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction.

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This material is based upon work supported by the National Science Foundation under Grant Nos. DRL-1312022, 1614697 and 1949200. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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