This project seeks to understand middle grade students' transition from
arithmetic into algebraic reasoning, and to develop and evaluate
effective educational approaches to improve the learning and teaching
of increasingly complex mathematics. Acknowledging the complexity of
this area of study, we have designed a comprehensive, systemic
research and development program to address three inter-related areas
of study, or tiers: Student learning and development; teacher beliefs,
knowledge and practice; and teacher professional development (TPD).
Our approach emphasizes the parallel structures and processes among
these tiers, as distinct but inseparable aspects of a unified system. Our
specific research activities reflect this multi-tiered and dynamic
framework, as an attempt to move beyond piecemeal, disconnected
insights to reach a deeper appreciation of the learning and teaching
processes we set out to study, and to develop a coherent program of
instruction and TPD.

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