Principal Investigator: Susan Jo Russell
Funders: National Science Foundation
This project is developing and investigating a teaching model to help 2nd through 5th grade teachers integrate the concept of proof into their mathematics instruction. Through close collaboration with a group of teachers experienced in incorporating ideas of proof into their instruction, project staff plan to develop a small set of instructional routines that systematically engage students in developing habits of noticing, articulating, representing, and justifying general claims about operations in the context of core grade-level content. After the model is developed and refined through several iterations in classrooms of the experienced teachers, it will be implemented in classrooms with teachers inexperienced in incorporating such material. An important focus of the research is on how such instruction affects the learning of students who have been relatively successful and unsuccessful in achieving competency in numbers and operations.