Learners consider some of the issues that typically emerge from school mathematics.

Learners conceptualize ways to enact changes to their instructional practices of posing mathematical problems to elicit students’ opportunities for deeper understanding.

Learners conceptualize ways to enact changes to their instructional practices of listening to students’ mathematical contributions.

Learners envision how the beginning of a problems-based lesson could unfold, consider the kinds of questions, comments, and contributions students have in the early stages of exploration of a novel mathematical problem, and practice listening to and responding to such students’ initial vocalizations.

Learners consider various ways one could respond to common contingencies that can emerge during and following the launch of a novel mathematical tasks, and reflect on how various alternatives may make a difference for supporting students’ opportunities to learn.

Learners conceptualize enacting changes in practice in regards to instructional behaviors for responding effectively to students’ mathematical contributions.

Learners think deeply about how to respond to student work in ways that does not remove the authority of advancing the content from the students, and preserves the desire to engage in the thinking.

Learners explore how to design a problems-based lesson centered on a given task, and script response options, and ways of navigating unanticipated work or responses to a problems-based learning instructional lesson.

Learners design a problems-based lesson centered on a task, and script response options for student work or artifacts.

Learners apply what has been discussed and apply it into the completion of a problems-based lesson plan.