MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades. The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.
- Wilson, J., Nazemi, M., Jackson, K., & Wilhelm, A. G. (2019). Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success. Journal for Research in Mathematics Education, 50(4), 362-400.*
- Wilson, J. and Kelley, D. (2018). Supplemental Supports for Currently Struggling Students. In P. Cobb, K. Jackson, E. Henrick, & T. Smith (Eds.), Systems for Instructional Improvement: Creating coherence from the classroom to the district office. Harvard Education Press.*
- Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale. ZDM Mathematics Education, 47(1), 93-104. doi: 10.1007/s11858-014-0652-5.*
- Jackson, K., & Wilson, J. (2012). Supporting African American students’ learning of mathematics: A problem of practice. Urban Education, 47(2), 354-398.*