The NSF's Dev-TE@M is a materials development project at the University of Michigan School of Education. There are three DTE@Mathematics professional development modules for in-service elementary mathematics teachers available for use.


DTE@Mathematics modules focus on the following content areas:


Our DTE@Mathematics materials are designed to integrate four core elements of mathematics teaching to help elementary classroom teachers develop knowledge and skills that are useful and usable in the classroom.

  • Mathematics: mathematics geared to the demands of teaching
  • Student thinking: students’ ideas and ways of thinking about mathematics
  • Teaching practice: instructional skills and strategies for meeting the needs of diverse classrooms and contexts
  • Learning from practice: approaches to systematically learning from and improving teaching


  • Ten 90-minute sessions
  • Integrated content tied to the work of teaching
  • Records of elementary classroom practice
  • Opportunities for teachers to collaborate and study records from their own teaching
  • Practice-based assessments
  • Online technologies


  • Professional development for practicing elementary teachers
  • Teachers working with a facilitator in real time, either in-person or remotely


NSF's Dev-TE@M Project Members
Tim Boerst
Project Lead
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Tim Boerst is a Professor of Clinical Practice at the University of Michigan School of Education. His work supports the development and assessment of beginning teachers who are pedagogically skilled, subject-matter serious, and professionally committed to the learning of every student.
Kara Suzuka
Project Lead
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Kara Suzuka is an assistant specialist at the University of Hawaii at Manoa. Kara is also the STEM liaison for the STEM Pre-Academy at University of Hawaii.
Deborah Loewenberg Ball
Project Lead
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Deborah Ball is William H. Payne Collegiate Professor and Arthur F. Thurnau Professor, and dean of the School of Education, at the University of Michigan. Ball’s work draws on her many years of experience as an elementary classroom teacher and teacher educator.
Hyman Bass
Project Lead
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Hyman Bass is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. His mathematical research publications cover broad areas of algebra, with connections to geometry, topology and number theory.
Aileen Kennison
Project Manager
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Aileen Kennison is the Dev-TE@M project manager. Aileen is a former school administrator and teacher, and she specializes in the logistics of data collection.
Susanna Farmer
Project Team
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Susanna Farmer is a doctoral candidate in the School of Education at University of Michigan. She studies the role that shared instructional resources (e.g., lesson plans, student materials) play in creating opportunities for collective work on teaching.
Yaa Cole
Project Team
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Yaa Cole now teaches at Department for Teacher Education in University of Ghana. She earned her Ph.D. in mathematics education at the University of Michigan.
American Institutes for Research
Evaluation Partners
Kirk Walters
Toni Smith
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Douglas H. Clements
University of Denver Content Partner
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Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning and Professor at the University of Denver, Colorado, U.S.A. Doug has published over 125 refereed research studies, 18 books, 80 chapters, and 300 additional publications.
Julie Sarama
University of Denver Content Partner
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Julie Sarama is Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver, Colorado, U.S.A. She has taught high school mathematics and computer science, gifted, and early mathematics.
Douglas Van Dine
University of Denver Content Partner
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Dr. Van Dine is currently teaching at Mathematics Department in Metropolitan State University of Denver. Douglas W. Van Dine worked for 18 years in public education, 15 as a middle and high school mathematics teacher and 3 as a building administrator.

This material is based upon work supported by the National Science Foundation under Grant No. 1118745. Any opinions, findings, conclusions, and/or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.