This project conducts research on knowledge that contributes to successful coaching in two domains: coaching knowledge and mathematics content knowledge. The influence of these knowledge domains on both coaches and teachers is being examined in two ways: (1) by investigating correlations between assessments of coach and teacher knowledge and practice in each domain and (2) by investigating causal effects of targeted professional development for coaches.

- Yopp, D. A., Ely, R., Adams, A. E., Nielsen, A. W., & Corwin, E. C. (2019). Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments.
*The Journal of Mathematical Behavior, 57*. https://doi.org/10.1016/j.jmathb.2019.100751.* - Yopp, D. A. (2017). Eliminating counterexamples: A Grade 8 student’s learning trajectory for contrapositive proving.
*The Journal of Mathematical Behavior, 45*, 150-166.* - Yopp, D. A. & Ely, R. (2016). When Does an Argument Use a Generic Example?
*Educational Studies in Mathematics, 91*(1), 27-53. DOI: 10.1007/s10649-015-9633-z.* - Adams, A. E., Ely, R., & Yopp, D. A. (2017). Viable Argument through Example Use: Assessing Student Work.
*Teaching Children Mathematics, 23*(5), 293-300.*