Prior Projects

The genesis of the Math Habits Tool was two prior grants:

  • Sorto, Maria Alejandra (Principal). NSF CAREER: Mathematical Instruction for English Language Learners (MI-ELL), National Science Foundation DR-K12 Grant, Federal, $679000. (Funded: July 2011 – June 2018).  https://www.nsf.gov/awardsearch/showAward?AWD_ID=1055067
  • Foreman, Linda (Principal), Fredericks, Julie (Co-Principal), Melhuish, Kathleen Mary (Co-Principal), Thanheiser, Eva (Co-Principal), Shaughnessy, J.Michael (Co-Principal). Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach, NSF, Federal, $2488354.00. (Funded: September 1, 2013 – August 31, 2017). https://www.nsf.gov/awardsearch/showAward?AWD_ID=1223074&HistoricalAwards=false

The Math Habits Tool stems from the integration of the instructional frameworks developed in each of these grants in order to capture components of teaching and student activity that support a culture of justifying and generalizing with attention to both teaching that supports student engagement in deep reasoning and access to oppurtunities for all students to learn.

Some Research Products From Prior Work:

  • Melhuish, K. M., Thanheiser, E., & Guyot, L. (2018). Elementary teachers’ noticing of mathematical reasoning forms. Journal of Mathematics Teacher Education, 1–33.
  • Melhuish, K. M., & Thanhesier, E. (2017). Using formative evaluation to support teachers in increasing student reasoning. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education 2017: Reflective and collaborative processes to improve mathematics teaching (pp. 183–199). National Council of Teachers of Mathematics.
  • Melhuish, K. M., Thanheiser, E., & Fagan, J. (2019). The Student Discourse Observation Tool: Focusing Teachers on Justifying and Generalizing. Mathematics Teacher Educator, 7(2), 57–74.
  • Thanheiser, E., Rosencrans, B., Melhuish, K. M., Fagan, J., & Guyot, L. (2017). Increasing student cognitive engagement in the math classroom through sustained professional development. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 478–482). Hoosier Association of Mathematics Teacher Educators.
  • Mejía Colindres, C. A.. “Thunder and Lightning: Understanding Equidistance,” Mathematics Teacher, v.108, 2015.
  • Sorto, M. A., Mejía Colindres, C. A., & Wilson, A. T.. “English Learners’ Mathematical Perceptions During Instruction,” Mathematics Teaching in the Middle School, v.20, 2014.
  • Wilson, A. T.. “Knowledge for Equitable Mathematics Teaching: The Case of Latino ELLs in U.S. Schools,” The Mathematics Enthusiast, v.1-2, 2016, p. 111.
  • Sorto, M. A., Bower, R. S. G., Salazar, T. L.. “Effects of teaching knowledge and quality of instruction on linguistically diverse learners,” Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2016, p. 1376. doi:978-0-692-62876-8
  • Sorto, M. A., Wilson, A. T., White, A.. “Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms,” Proceedings of the 13th International Congress on Mathematical Education (ICME), 2016.