This National Science Foundation (NSF) Project Grant award, under the STEM Education (CFDA 47.076) program, is funding a $383,350 collaborative research project led by Michigan Technological University. The project aims to develop a teacher learning sequence to support teachers in learning how to effectively build on high-leverage instances of student mathematical thinking that emerge during whole-class discussions, known as "mathematical opportunities in student thinking" (MOSTS).
The overarching research question is to assess the extent to which this professional learning sequence helps teachers understand and enact the teaching practice of "building" on MOSTS. The study will document how teachers incorporate aspects of building on MOSTS from the professional development, the process of their learning, and changes in their classroom practice. The research will rely on data from the professional development activities, teacher surveys and interviews, and classroom observations at secondary schools in urban and rural settings.
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