Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Contributor Notes

Caroline B. Ebby, cbe@upenn.edu, is a senior researcher in the Graduate School of Education at the University of Pennsylvania in Philadelphia. Her research focuses on using formative assessment to improve mathematics instruction, and she is a co-developer of the OGAP Additive Reasoning Project.

Elizabeth T. Hulbert, beth@ogapmathllc.com, is a developer and founding partner of the Ongoing Assessment Project (OGAP) in Essex Junction, Vermont. She is interested in using learning progressions to analyze student work for making evidencebased instructional decisions and is a codeveloper of the OGAP Additive Reasoning Project.

Nicole Fletcher, nsf2109@tc.columbia.edu, is a K–5 mathematics coordinator at Trinity School in New York City and an adjunct assistant professor at Teachers College, Columbia University. She is interested in children's understanding of symmetry and in exploring young children's mathematical thinking.

(Corresponding author is Ebby cbe@upenn.edu)
(Corresponding author is Hulbert beth@ogapmathllc.com)
(Corresponding author is Fletcher nsf2109@tc.columbia.edu)
Teaching Children Mathematics
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