This project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. The study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks.

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About Me (Bio):

Blake Peterson is a professor of mathematics education at Brigham Young University. His research centers on how preservice teachers learn to teach mathematics. More specifically, he has studied student teaching in the United States and in Japan and how the structure of that experience influences the opportunity for preservice teachers to learn. As a result of his work with student teaching in Japan he collaborated with his colleague, Keith Leatham, to restructure student teaching at BYU. This restructuring led to an interest in and focus on understanding how to teach preservice mathematics teachers to recognize and effectively use student mathematical thinking as a standard method for teaching mathematics.

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