Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based…

Highlights a study that demonstrates what it means to press students to think conceptually about mathematics. Discusses similarities between classes--social norms--and differences between classrooms--sociomathematical norms. Concludes that, when teachers press hard for conceptual thinking, mathematics drives not only the activities but students'…

Examines ways in which classroom practices create a press for conceptual mathematical thinking and how teachers can promote student participation in a classroom community where conceptual understandings are valued and developed. Details four important sociomathematical norms characterizing a high press for conceptual thinking. Concludes that a…