This Project Grant award from the National Science Foundation's STEM Education program (CFDA 47.076) is supporting the development of a teacher learning sequence to help secondary school teachers in urban and rural settings build on mathematical opportunities that emerge in student thinking during classroom discussions. The $663,577 project, awarded to Brigham Young University, aims to create professional development resources and tools that will enable teachers to effectively capitalize on these "high-leverage instances of student mathematical thinking" to enhance whole-class understanding. The project uses a design research framework to investigate how teachers take up and apply the building practice through the professional development, as well as factors that may impact their learning. The overarching goal is to generate insights that can inform the design of future professional development to support teachers in leveraging student thinking during instruction.
Generated 3/4/25, 4:38 AM