The “MOST” Productive Student Mathematical Thinking

Identify student thinking that has potential to support significant mathematical discussion and pedagogical opportunity.

Footnotes

Department editors Laurie Cavey, lauriecavey@boisestate.edu, Boise State University, Boise, ID; and Michael Weiss, mweiss@msu.edu, Michigan State University, East Lansing, MI

Contributor Notes

Shari L. Stockero, stockero@mtu.edu, is an associate professor of mathematics education at Michigan Technological University in Houghton.

Blake E. Peterson, blake@byu.edu, is a professor of mathematics education at Brigham Young University in Provo, Utah.

Keith R. Leatham, kleatham@mathed.byu.edu, is an associate professor of mathematics education at Brigham Young University.

Laura R. Van Zoest, laura.vanzoest@wmich.edu, is a professor of mathematics education at Western Michigan University in Kalamazoo. The authors are co-principal investigators on the MOST Project (LeveragingMOSTs.org), which focuses on the teaching practice of recognizing and effectively building on student mathematical thinking during instruction.

(Corresponding author is Stockero stockero@mtu.edu)(Corresponding author is Peterson blake@byu.edu)(Corresponding author is Leatham kleatham@mathed.byu.edu)(Corresponding author is Zoest laura.vanzoest@wmich.edu)
The Mathematics Teacher

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