Exploring the Mathematics of Genetics
Project Faculty:

• Bannister, N. (PI), Clemson University, Mathematics Education
• Wilder, P. (Co-PI), Clemson University, Adolescent Literacy
• Williams, C. L. (Co-PI), Clemson University, Mathematical Sciences 
• Tribble, L. (Co-PI), Greenwood Genetic Center, Education Outreach

Abstract: The Exploring the Mathematics of Genetics project uses a teacher community strategy to improve rural school math teachers’ learning of strengths-based practice and development of statistical literacies. Through bi-monthly teacher workgroup meetings and two summer institutes, teachers experience genetics-centered statistical investigations co-designed by Clemson faculty and GGC scientists. With faculty support, teachers apply these ideas during the school year by designing, implementing, and videotaping lessons in order to make sense of student development of statistical literacies.

Understanding Geometry by Design
Project Faculty:

• Bannister, N. (PI), Clemson University, Mathematics Education
• Wilder, P. (Co-PI), Clemson University, Adolescent Literacy
• Williams, C. L. (Co-PI), Clemson University, Mathematical Sciences 

Abstract: The Understanding Geometry by Design project uses a teacher community strategy to improve rural school math teachers’ learning of strengths-based practice and development of geometric habits of mind. Through bi-monthly teacher workgroup meetings and two summer institutes, teachers experience inquiry-based geometry investigations designed by Clemson faculty. With faculty support, teachers apply these ideas during the school year by designing, implementing, and videotaping lessons during the school year in order to make sense of their students' geometric thinking and learning.

Noticing Students' Mathematical Strengths
Smarter Together! Complex Instruction Inquiry Group:

• Crespo, S. (Inquiry Fellow), Michigan State University, Mathematics Education
• Bannister, N. (Inquiry Group Member), Clemson University, Mathematics Education
• Kalinec-Craig, C. (Inquiry Group Member), University of Texas-San Antonio, Mathematics Education
• Bowen, D. (Lead Research Associate), University of Maryland, Mathematics Education
• Jacques, L. (Research Associate), Clemson University, Learning Sciences

Abstract: The goal of our research is to investigate how a digital experience may support teacher learning of a complex practice of mathematics teaching, namely to notice students’ mathematical strengths rather than notice gaps and deficits in their thinking. We use the LessonSketch platform for the modules we design for preservice teachers. These modules incorporate animated sketches that depict representations of practice from mathematics classrooms. The project contributes to growing scholarship on how digital learning environments can mediate teacher learning and can be leveraged as spaces to support novices’ learning of complex skills and practices.
Project Website: https://sites.google.com/site/lessonsketchmodulemsu2/home/bio

Analyzing Teacher Learning
Project Faculty:

• Bannister, N. (Co-PI), Clemson University, Mathematics Education
• Arbaugh, F. (Co-PI), The Pennsylvania State University, Mathematics Education
• Simpson, A. (Co-PI), Binghamton University, Mathematics Education

Abstract: The goal of our research is to expand the frame analysis methods I pioneered to individual teacher learning contexts through analyses of archival data from Dr. Arbaugh and colleagues’ five-year NSF PCK study, with emphasis on longitudinal cases of mathematics teacher learning while in the formative stages of development. This research also explores frame alignment concepts that have the potential to productively theorize studies of teacher learning, including frame bridging, frame amplification, frame extension, and frame transformation.

We Do Math
Project Faculty:

• Bannister, N. (Co-PI), Clemson University, Mathematics Education
• Matthews, G. (Co-PI), Clemson University, Mathematical Sciences
• Simpson, A. (Co-PI), Binghamton University, Mathematics Education

Abstract: The We Do Math project is organized around a cryptography and coding camp for early adolescents who identify as females. The goal of our research is to investigate relationships between collaborative problem-solving activities and campers’ negotiated positions of power and status. These issues are essential for mathematics teachers to consider, as power imbalances and unequal status orderings among students—especially when differences are subtle—often get in the way of successful enactment of strengths-based teaching practices because of the ways students’ contributions and attempts at meaningful participation are differently valued within the collaborative group.

Adaptive Professional Development
Project Faculty:

• Horn, I. (PI), Vanderbilt University, Mathematics Education
• King, J. (Co-PI), University of Washington, Mathematics
• Bannister, N. (Lead Research Associate), Clemson University, Mathematics Education

Abstract: This 6-year university-school partnership brought together mathematicians, mathematics educators, and urban high school mathematics teachers together to improve instruction. We investigated how high school mathematics teachers’ experiences in a rich professional development environment supported changes in their classroom practice.