Interpreting and Advancing Student Reasoning in Mathematics

This course centers on K-12 students’ mathematical sense-making. Research-based frameworks—including learning progressions, teacher noticing, high-leverage practices, and practices for productive classroom discourse— will be used to interpret and respond to students’ reasoning. Emphasis is placed on practices that are critical to learning content, support equity, and disrupt patterns of injustice. Participants will collect and analyze classroom artifacts, including instructional tasks, samples of student work, and videos of their own teaching. We will collaborate on problems of practice, and plan instruction that promotes meaningful, student-centered math discourse. This course will support educators to better recognize and respond to students’ learning needs, facilitate productive discussions, and design instruction that builds on and advances student reasoning.