Our Work

Teachers, instructional leaders, and researchers work together to develop, refine, and share student-centered instructional approaches.

The Network

The Better Math Teaching Network is designed to better understand student-centered instruction in high school mathematics. The project involves a Networked Improvement Community (NIC), where researchers and educators work side-by-side to examine instruction through a continuous improvement model. The collaborative approach includes specifying a common problem related to student-centered math teaching, testing out potential ways to address the problem, sharing how it went with others in the NIC, and continuing with additional cycles of testing, sharing, and refinement. Participation in this project provides the opportunity to share and test ideas with other teachers in the New England area. Click the image for an overview of the Better Math Teaching Network.

Our core principles.

Teachers are central to change.

Student-centered teaching is complex and almost impossible to do in isolation.

Teaching can be continuously improved.

Quick-cycle improvement methods provide opportunities to study and improve teaching.

Research and practice should be seamlessly integrated.

Why Algebra?

Algebra I is the gatekeeper to advanced math and science coursework, and far too many students lack the problem-solving and analytical skills they need to fundamentally understand algebra content. This has broad implications since the STEM workforce is growing fast—much faster than other job sectors. Simply put, the U.S. education system is not keeping up with this growing demand.

Click image to the left to learn about why we’re using principles of improvement science to improve algebra instruction.

Student-Centered Instruction.

The Better Math Teaching Network works to collaboratively promote and deepen three types of student-centered learning opportunities: Connect, Justify, and Solve.


Network teachers represent every state in New England and work with economically and racially diverse student populations across urban, suburban and rural settings. In our daily work, we create algebra classrooms that are more strongly student-centered classrooms in which students are actively making deep connections among math concepts, justifying their mathematical thinking, and solving and masking sense of challenging problems.

Professional Learning Communities

School, district, and state instructional leaders serve as advisors to and supporters of the Better Math Teaching Network. Several have established Professional Learning Communities with math teachers in their districts, focused on learning about improvement science and testing change ideas. These teacher teams work together to test developed change ideas and examine their application in varied contexts, such as other grade levels and math content areas. Some of our BMTN members are also leading professional learning communities in their schools.