The MOST research project is a collaboration among researchers at Brigham Young University, Michigan Technological University, and Western Michigan University that focuses on improving the teaching of secondary school mathematics by improving teachers' abilities to use student thinking during instruction to develop mathematical concepts. Leveraging MOSTs (2012–2017) focused on conceptualizing high-potential instances of student thinking (MOSTs) that, if capitalized on in-the-moment, would support student learning of important mathematics. Building on MOSTs (2017-2021) focuses on conceptualizing the teaching practice of building on such high-potential instances.

For more information about
how you might use the
MOST constructs in your
work, please contact
Keith Leatham at


Brigham Young University
Western Michigan University
Michigan Technological University


This project is funded by the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


PME-NA, November 15th-18th, Greenville, SC
A Characterization of Student Mathematical Thinking that Emerges During Whole-Class Instruction: An Exploratory Study

PME-NA, November 15th-18th, Greenville, SC
Analysis of Teachers' Responses to MOSTs/nonMOSTs