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Making Room for Student Thinking: Using automated feedback, video-based professional development, and evidence-based practice recommendations to improve mathematical discussions


Feb 06, 2010


Jan 06, 2013
Funding Agency
U.S. Department of Education

This project endeavors to help teachers develop strategies to increase the opportunities for students to express mathematical ideas and learn from their peers. The program has three parts: 1) Adapting and validating an automated technique for giving teachers timely feedback on the extent to which they are dominating classroom talk, 2) using video-based online professional development to provide teachers with methods for leading mathematical discussions and the mathematical knowledge required to deal with student ideas; and 3) developing a testbed for understanding how students attend to classroom mathematical talk and comparing the relative effectiveness of teacher and student explanations.

Primary Investigator(s)

Professor, Marsal Family School of Education; Professor of Psychology, College of Literature, Science, and the Arts; Faculty Associate, Institute for Social Research
Professor, Marsal Family School of Education; By Courtesy Professor of Mathematics, College of Literature, Science, and the Arts

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