Analyses are ongoing. We are focusing on three areas currently: forms of reasoning used by middle grades students; teachers’ pedagogy of justification; and teachers’ noticing with respect to justification and its relationship to their practice. We have documented teachers’ views of justification and proof, and the purposes they report for justification in their classrooms. (See publications below.)

*Journal of Mathematical Behavior, 31,*447-462.

*Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*(pp. 860 - 868). Columbus OH: The Ohio State University

Williams, L., & Staples, M. (2010). Justification in middle school classrooms: An analysis of student responses to two justification tasks. In Brosnan, P., Erchick, D. B., & Flevares, L. (Eds.), *Proceedings of the thirty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 6* (p. 878). Columbus, OH: The Ohio State University.

Heim, K. (February, 2012). Elementary Pre-service Teachers' Generalizations and Justifications of Figural Patterns (AMTE, Forth Worth, Texas).

*iddle school teachers’ conceptions of justification: Why use it in the classroom?.*Presented at Fifteenth Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

*Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*(pp. 860 - 868). Columbus OH: The Ohio State University

*Middle School Teachers’ Definitions of Justification and its Purpose in the Classroom.*Presentation given at the annual meeting of Teacher of Teachers of Mathematics (TOTOM), Monmouth, OR.

We collaborated with Teachers Development Group (TDG), a nonprofit professional development organization and core partner in the OMLI MSP (NSF-HER-0412553), in developing an online course that mirrored our year 1 summer session with the JAGUAR.