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*Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(pp. 1076-1083). Greenville, SC: University of South Carolina & Clemson University.* - Stockero, S. L., Peterson, B. E., Ochieng, M. A., Ruk, J. R., Van Zoest, L. R., & Leatham, K. R. (2019). Teachers' Initial Responses to High Leverage Instances of Student Mathematical Thinking. In Graven, M., Venkat, H., Eissen, A. A., & Vale, P (Eds.),
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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.