‘We Have Made a Practice of Talking About Math:’ Chapel Hill Teachers Share Impact of Project AIM Partnership – NC State University

Project AIM: Advancing Sustainable Development Goals Through Mathematics Education

Executive Summary

Project AIM (All Included in Mathematics) is a professional development initiative designed to enhance elementary mathematics instruction. By focusing on inclusive classroom discourse, the project directly supports the achievement of several Sustainable Development Goals (SDGs), primarily SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Through a multi-stakeholder partnership model, aligning with SDG 17 (Partnerships for the Goals), the project equips teachers with strategies to foster critical thinking and ensure equitable participation among all students. This report outlines the project’s methodology, outcomes, and significant contributions to sustainable development in education.

Program Framework and Alignment with SDGs

Project Description

Developed by the NC State College of Education and Horizon Research, Inc., Project AIM has trained over 300 elementary school teachers in North Carolina since 2010. The program utilizes techniques adapted from literacy instruction to promote robust mathematical discourse. With recent expansion funded by the National Science Foundation, the project has deepened its impact through partnerships, notably with Chapel Hill-Carrboro City Schools.

Core Objectives and Contribution to SDG 4: Quality Education

The primary goal of Project AIM is to transform mathematics classrooms into inclusive, student-centered environments. This directly addresses targets within SDG 4.

• Target 4.1 (Universal Primary Education): By strengthening foundational mathematical skills in early grades, the project improves long-term academic performance, a critical factor for completing quality primary education.
• Target 4.5 (Eliminate Disparities in Education): The program’s core principle is inclusion. It empowers students who might otherwise remain silent, ensuring all learners have a voice and equal opportunity to engage with mathematical concepts.
• Target 4.c (Increase Supply of Qualified Teachers): Project AIM is a direct investment in teacher qualifications, enhancing their pedagogical skills and mathematical knowledge for teaching.

Implementation and Partnership Model

Methodology

The professional development provided to K-2 teachers in the Chapel Hill-Carrboro City Schools district followed a structured, multi-year approach.

1. Initial Training: Teachers completed 30 hours of professional development based on strategies from the book Activating Math Talk.
2. Continuous Collaboration: Monthly meetings were held for teachers to share experiences and refine their implementation of new strategies.
3. Coaching Cycles: A novel component involved intensive coaching cycles where teachers planned, filmed, and analyzed lessons with peer and coach feedback, fostering deep reflection and improvement.

Fostering SDG 17: Partnerships for the Goals

The success of Project AIM is built on a collaborative framework, exemplifying SDG 17. The partnership unites academic institutions (NC State), research organizations (Horizon Research, Inc.), public school districts (Chapel Hill-Carrboro City Schools), and federal funding agencies (National Science Foundation) to achieve a common educational goal.

Outcomes and Impact on Sustainable Development

Advancing SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

The project has yielded significant, measurable outcomes that advance both educational quality and equity.

Teacher Impact:

• Enhanced understanding and implementation of high-quality mathematics discourse.
• A fundamental shift from traditional, teacher-led instruction to a student-centered approach that builds on students’ existing knowledge.
• Significantly improved mathematical knowledge for teaching compared to non-participating peers.

Student Impact:

• Increased engagement in higher-level thinking, justifying reasoning, and comparing multiple problem-solving pathways.
• Greater confidence and willingness to share mathematical thinking, reducing classroom inequalities by ensuring all voices are heard (Target 10.2).
• Development of a more profound and flexible understanding of mathematical concepts.

Sustainability and Scalability

Embedding Practices for Lasting Impact

The impact of Project AIM is designed to be sustainable. Teachers in the partner district have established vertical planning teams across K-2 and are expanding to include grades 3-5. This ensures that the principles of mathematical discourse become an integral part of the school’s culture, creating a consistent educational experience for students as they advance.

Dissemination and Future Growth

The project’s influence is expanding beyond the initial partnership. Program leaders are disseminating key strategies at state-level events like the 2025 Math Summit. Furthermore, Project AIM is now active in three new North Carolina districts, supporting approximately 150 additional K-2 teachers. This scalability demonstrates the model’s potential for broader application in achieving global education goals.

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The entire article focuses on improving the quality of mathematics education for elementary school students. It describes Project AIM, a professional development program designed to enhance teaching methods, promote mathematical discourse, and improve student learning outcomes in early grades. The project’s goal to help students “have a larger chance of performing better by third grade” directly aligns with the core mission of providing quality education.

• SDG 10: Reduced Inequalities

  The project is explicitly named “Project AIM (All Included in Mathematics),” signaling a commitment to inclusivity. The article highlights that the teaching strategies empower students “who may have previously remained silent for fear of sharing the wrong answer,” ensuring that “everyone knows they have a voice.” By promoting discourse for “all learners,” the project works to reduce inequalities within the classroom, ensuring more equitable participation and learning opportunities.

• SDG 17: Partnerships for the Goals

  The article details a multi-stakeholder collaboration to achieve its educational goals. Project AIM is a partnership between NC State College of Education (an academic institution), Horizon Research, Inc. (a research firm), and Chapel Hill-Carrboro City Schools (a public school district). This collaboration, supported by funding from the National Science Foundation, exemplifies the type of partnership needed to implement and scale effective sustainable development initiatives.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

  Project AIM directly addresses this target by focusing on K-2 students, the foundation of primary education. Its methods are designed to foster “higher-level thinking, deeper discussions, and sharing multiple solutions,” which contributes to “quality” education and “effective learning outcomes.” The mention that improved performance by third grade “can have lasting effects on their lives” underscores the project’s focus on meaningful educational results.

• Target 4.c: Substantially increase the supply of qualified teachers.

  The article is centered on a professional development program that has trained “more than 300 elementary school teachers.” It explicitly states that participating teachers “demonstrated a better understanding of mathematics discourse,” were “better prepared to implement high-quality discourse,” and “significantly outperformed teachers who did not participate… regarding their mathematical knowledge for teaching.” This directly contributes to increasing the number and quality of qualified teachers.

• Target 10.2: Empower and promote the social… inclusion of all.

  The project’s strategies are designed to create a more inclusive classroom environment. By shifting from a teacher-led “I do, we do, you do” model to one that centers on student thinking, the project empowers all students. The article notes, “I’m hearing from all students rather than some,” which demonstrates the promotion of inclusion for students who might otherwise be left out of classroom discussions.

• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

  The article describes the structure and success of the partnership between NC State College of Education, Horizon Research, Inc., and Chapel Hill-Carrboro City Schools. The project’s expansion to “three new districts in North Carolina” after a successful implementation demonstrates an effective and scalable partnership model, aligning perfectly with this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for Target 4.1: Improved student learning outcomes and engagement.

  The article implies this can be measured by tracking student performance, noting that participants “have a larger chance of performing better by third grade.” It also describes qualitative indicators of progress, such as students “justifying their work,” “presenting mathematical arguments,” and engaging in “deeper discussions,” which reflect a higher quality of learning.

• Indicator for Target 4.c: Number of teachers trained and their improved teaching knowledge.

  The article provides concrete numbers, stating that Project AIM has helped “more than 300 elementary school teachers” and is expanding to support “about 150 additional K-2 teachers.” Progress is also measured by the demonstrated improvement in teachers’ skills, as participants showed “a better understanding of mathematics discourse” and superior “mathematical knowledge for teaching” compared to a control group.

• Indicator for Target 10.2: Increased participation of all students in classroom discussions.

  A clear indicator is mentioned by teacher Ellen Royer, who states, “I’m hearing from all students rather than some.” This suggests that progress can be measured by observing and tracking the proportion of students who actively participate in mathematical discourse, particularly those who were previously disengaged.

• Indicator for Target 17.17: Number and scope of successful partnerships.

  The article indicates the success and growth of the partnership model. It began with teachers “across three North Carolina counties,” formed a specific partnership with “Chapel Hill-Carrboro City Schools,” and is now expanding its work to “three new districts in North Carolina.” The number of districts and teachers involved serves as a direct indicator of the partnership’s effectiveness and reach.

4. Table of SDGs, Targets, and Indicators

Source: ced.ncsu.edu