Two high school classroom situations illustrate how routinely promoting the two practices of experimenting and describing in increasingly precise language can support students' modeling.
SARAH SWORD, email@example.com, is a senior research scientist at Education Development Center, Inc. (EDC) in Waltham, Massachusetts. Her work includes research and instructional design as well as teacher professional development that focuses on improving student achievement by providing teachers with the knowledge and skills valuable in their profession.
RYOTA MATSUURA, firstname.lastname@example.org, is an associate professor of mathematics at St. Olaf College in Northfield, Minnesota. He is interested in understanding how teachers acquire mathematical habits of mind and apply these habits to their classroom instruction.
AL CUOCO, email@example.com, is a distinguished scholar at EDC. For more than two decades, he taught high school mathematics to a wide range of students. His mathematical interests are in algebra and number theory. Recent work has focused on the development of mathematical habits of mind in teachers and students.
JANE M. KANG, firstname.lastname@example.org, is a doctoral student at the Harvard Graduate School of Education. She is a former high school math teacher and research associate at EDC.
MIRIAM GATES, email@example.com, is a research associate at EDC and a doctoral student in mathematics education at Boston College. She has research interests in secondary mathematics teacher education and understanding the relationships between professional development and classroom practice.