Projects & Research

All Included in Mathematics — Expansion and Dissemination (AIM-ED) is a four- year ITEST- SPrEaD project to expand, disseminate, and further understand the 40-hour, face-to-face mathematics professional development program for elementary teachers developed in Project AIM: All Included in Mathematics (DRL- 1020177 ).

AIM-ED takes Project AIM from a Design and Development Research model to an Impact Study that examines the efficacy of the intervention (IES & NSF, 2013). It implements the professional development in the new partner district, Johnston County Schools, with substantially less support from the project team to facilitators and uses a quasi-experimental research design to test the effects of the professional development on both teacher and student learning. AIM-ED is designed to examine the hypothesis that, when implemented with fidelity, not only teachers learn from AIM-ED, but students in the classrooms of AIM-ED participating teachers also benefit.

TERC is the project’s external evaluator.

AIM-ED has the potential to impact mathematics classrooms, fostering the implementation of high-quality discourse and supporting learning for all students. By providing teachers with strategies that support the implementation of high-quality discourse that respect all students’ backgrounds, the expansions included in AIM-ED can help promote equitable mathematics instruction for all children across the nation.

Storeygard, J., & Malzahn, K. (2015). Sustaining professional development: Beyond one and done. Presented at the annual National Council of Supervisors of Mathematics conference, Boston, MA.

Alnizami, R., Thorp, A., & Sztajn, P. (2019). Change in discourse dimensions in elementary classrooms of professional development participants. In A. Redmond, & J. Cribbs (Eds.), Proceedings of the 46th annual meeting of the Research Council on Mathematics Learning (pp. 165 – 172). Charlotte, NC.

Dick, L., Sztajn, P., Foote White, T., & Heck, D. (2018). Investigating sociopedagogical norms: Teachers’ discussions about own and others’ instruction. Teaching and Teacher Education, 71, 297-307. doi: 10.1016/j.tate.2018.01.004