All Included in Mathematics—Expansion & Dissemination

Expanding and disseminating the Project AIM professional development program that is designed to help teachers recognize, analyze, and aspire to implement high quality discourse in the mathematics classroom.

Lead Staff:
Judy Storeygard
Project Staff:
Michael Cassidy
Jim Hammerman


All Included in Mathematics — Expansion and Dissemination (AIM-ED) is a four- year ITEST- SPrEaD project to expand, disseminate, and further understand the 40-hour, face-to-face mathematics professional development program for elementary teachers developed in Project AIM: All Included in Mathematics (DRL- 1020177 ).

AIM-ED takes Project AIM from a Design and Development Research model to an Impact Study that examines the efficacy of the intervention (IES & NSF, 2013). It implements the professional development in the new partner district, Johnston County Schools, with substantially less support from the project team to facilitators and uses a quasi-experimental research design to test the effects of the professional development on both teacher and student learning. AIM-ED is designed to examine the hypothesis that, when implemented with fidelity, not only teachers learn from AIM-ED, but students in the classrooms of AIM-ED participating teachers also benefit.

Research Activity

TERC is the project’s external evaluator.


AIM-ED has the potential to impact mathematics classrooms, fostering the implementation of high-quality discourse and supporting learning for all students. By providing teachers with strategies that support the implementation of high-quality discourse that respect all students’ backgrounds, the expansions included in AIM-ED can help promote equitable mathematics instruction for all children across the nation.

Connected Work

Storeygard, J., & Malzahn, K. (2015). Sustaining professional development: Beyond one and done. Presented at the annual National Council of Supervisors of Mathematics conference, Boston, MA.

Alnizami, R., Thorp, A., & Sztajn, P. (2019). Change in discourse dimensions in elementary classrooms of professional development participants. In A. Redmond, & J. Cribbs (Eds.), Proceedings of the 46th annual meeting of the Research Council on Mathematics Learning (pp. 165 – 172). Charlotte, NC.

Dick, L., Sztajn, P., Foote White, T., & Heck, D. (2018). Investigating sociopedagogical norms: Teachers’ discussions about own and others’ instruction. Teaching and Teacher Education, 71, 297-307. doi: 10.1016/j.tate.2018.01.004

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Dick, L., Foote White, T., Trocki, A., Sztajn, P., Heck, D., & Herrema, K. (2016). Supporting sense making with mathematical bet lines. Teaching Children Mathematics, 22(9), 538-545.

Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2015). Launching a discourse-rich mathematics lesson. Teaching Children Mathematics, 21(5), 276-281.