- Stockero, S. L., Leatham, K. R., Ochieng, M. A., Van Zoest, L. R., & Peterson, B. E. (2019). Teachers' orientations toward using student mathematical thinking as a resource during whole-class discussion. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-018-09421-0.*
- Stockero, S. L., Freeburn, B., Van Zoest, L. R., Peterson, B. E., & Leatham, K. R. (2018). Teachers' responses to instances of student mathematical thinking with varied potential to support student learning. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), 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.), Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education (pp. 335-342). University of Pretoria: Pretoria, South Africa.*
- Peterson, B. E., Van Zoest, L. R., Rougée, A. O. T., Freeburn, B., Stockero, S. L., & Leatham, K. R. (2017). Beyond the "move": A scheme for coding teachers' responses to student mathematical thinking. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy. (Eds.), Proceedings of the 41st annual meeting of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 17–24). Singapore: International Group for the Psychology of Mathematics Education.*
- Stockero, S. L., Van Zoest, L. R., Peterson, B. E., Leatham, K. R., & Rougée, A. O. T. (2017). Teachers' responses to a common set of high potential instances of student mathematical thinking. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1178–1185). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.*
Mathematical Opportunities in Student Thinking (MOSTs) are high-leverage instances of student mathematical thinking that emerge in whole-class discussions. The challenge for teachers is to build on these opportunities to help the whole class understand the mathematics underlying these student contributions. To help teachers learn how to build on MOSTs, there is a need for professional development resources and tools that facilitators can use. There is also a need for research about how teachers use what they learn in professional development in their teaching. This project is developing a teacher learning sequence that will support teachers in learning to productively use student thinking that surfaces in-the-moment during their instruction—that is, in learning to build on MOSTs.