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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

Primary Investigator(s): Kevin Miller, Vilma Mesa, , Kai Cortina

Funding Agency: U.S. Department of Education

Amount: $1,440,585

Period: 2/6/2010 - 1/6/2013

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.