At the end of August 2020, the four PIs and six research assistants launched the work of the 4th year of the project.
In May 2020, the four PIs and four research assistants continued our work by using the Zoom video conferencing platform for a weeklong retreat. We were also joined by an external evaluator for part of the week. During the retreat, the group discussed various aspects of the project's work, especially the building subpractices (Make Precise & Grapple Toss). We continued developing our Recognizing MOSTs book in order to help teachers identify mathematical opportunities in student thinking, and also the MOST Coding Instruction Manual for training new research assistants for Fall 2020. Furthermore, because of the COVID-19 pandemic, we discussed how to adjust the research project plan to suit the new normal environment in classrooms.
At the end of July 2019, the four PIs and three research assistants got together in Park City, Utah for a weeklong retreat. We were also joined by an external evaluator for part of the week. During the retreat the group discussed various aspects of the projects' work including a game plan for coding and analysis of the enactments of building generated by the teacher researchers during the previous year.
In August 2018, the MOST project held a two-day retreat in Chicago for the project's teacher-researchers. These teacher-researchers are 6 middle and 7 high school mathematics teachers from across the United States (see the Staff page for more details). During the retreat, the teacher-researchers were introduced to the practice of "building" on opportune instances of student thinking (MOSTs). Through several activities, teacher-researchers unpacked and practiced the implementation of mathematical tasks designed by the MOST PIs to elicit predictable MOSTs. The teacher-researchers will each enact these tasks in their classes with the intent to build on the MOSTs that emerge. Video of their enactments will serve as the foundation for the research team (teacher-researchers, research assistants, and PIs) to learn more about the practice of "building."
In May 2018, the four PIs and two research assistants got together in Park City, Utah for a weeklong retreat. We were also joined by an external evaluator for part of the week. During the retreat the group discussed various aspects of the projects' work and the upcoming (August 2018) professional development for the teacher researchers who will be assisting us with the project. We also made long term plans and worked on writing conference proposals and papers for publication.