This professional learning experience is a graduate-level book study designed to support educators in deepening their understanding of how students develop mathematical reasoning and conceptual understanding in grades K-5. The purpose of this course is to aid districts in achieving the goals outlined in Ohio's Mathematics Plan by strengthening instructional practices that promote student thinking, reasoning, and mathematical discourse.

This course is specifically designed to support educators in rural southeastern Ohio school districts, where access to sustained, collaborative, job-embedded professional learning opportunities is often limited due to geographic isolation, small district size, and limited access to ongoing professional study networks. By providing a structured, collaborative, and sustained learning experience, this course expands access to high-quality professional learning that supports both teacher growth and improved student outcomes in mathematics.

Participants will engage in a collaborative study of Pam Harris' Developing Mathematical Reasoning (K-2 or 3-5 edition), selecting the grade-band text most appropriate for their teaching assignment. The course is designed to move instruction beyond procedural fluency toward a focus on student reasoning, problem solving, and the development of conceptual understanding through meaningful mathematical tasks.

Instruction will be delivered through a blended professional learning model that includes independent study, collaborative online discussion, structured reflection, and classroom application. Participants will engage in asynchronous reading and study of assigned sections of the text, including reflection on instructional strategies, analysis of student thinking, and engagement with embedded instructional video examples that demonstrate classroom implementation of the concepts presented in the book. These video examples are a key component of the learning experience, allowing participants to observe and analyze effective instructional practices that support mathematical reasoning.

In addition to independent study, participants will take part in facilitated, collaborative online discussion sessions. These sessions are designed to promote meaningful professional dialogue, shared reflection, and collective analysis of instructional practices. Educators will engage in conversations about key ideas from the text, instructional video examples, student thinking, and implications for classroom instruction. Collaboration will support participants in refining their instructional approaches and learning from the perspectives and experiences of colleagues across districts.

The course is structured across the school year from September through April, with monthly discussion sessions aligned to specific chapters of the selected text. This extended timeline allows participants time to apply learning in their classrooms, reflect on instructional impact, and deepen their understanding over time. The structure supports sustained professional learning and ongoing integration of research-based mathematics practices into classroom instruction.

Throughout the course, participants will be encouraged to make direct connections between the content of the book and their classroom practice, with a focus on instructional shifts that support Ohio's Mathematics Plan and its emphasis on student-centered learning, mathematical reasoning, and discourse-rich instruction. Participants will reflect on current instructional practices, identify areas for growth, and develop strategies to better support students in developing flexible mathematical thinking.

To demonstrate learning, participants will complete a final reflection and action plan in which they synthesize key ideas from the course and outline specific instructional changes they plan to implement. This culminating task will require participants to describe how their understanding of mathematical reasoning has evolved and how they will apply these ideas to support improved student outcomes in mathematics.

Overall, this professional learning experience is designed to expand equitable access to high-quality, sustained professional learning for educators in rural southeastern Ohio districts while also supporting district efforts to implement Ohio's Mathematics Plan. Through collaborative study, analysis of instructional practice, and application of research-based strategies, participants will strengthen their instructional practice and improve opportunities for student mathematical reasoning, engagement, and achievement.