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This project developed frameworks for understanding how students learn to represent, model, and organize data as part of their understanding of statistics and data analysis.

This project expanded and disseminated the Project AIM professional development program that was designed to help teachers recognize, analyze, and aspire to implement high quality discourse in the mathematics classroom.

This article covers a study that investigated teachers’ engagement with student thinking during video clubs, which were part of a professional development model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in video clubs.

Project LEAP researchers are developing a Grades K–5 Early Algebra Learning Progression (EALP) to foster young children’s algebraic thinking and are testing its potential to improve children’s algebra-readiness for middle grades.

Together with Greensboro NC community partners, researchers from TERC and makers from the Forge, a Greensboro-based makerspace, develop ways for makerspaces to offer more opportunities to young women.

A design-based research project studying how best to integrate data practices into high school science, particularly biology.

The Adult Numeracy Center at TERC helps adults and young adults understand how math is present and relevant in everyday life, and how they can use this knowledge to improve their lives and communities.