Attention to student thinking—and to teachers’ thinking about student thinking—is key to advancing standards-based mathematical and next generation science learning in the classroom (Coffey, Hammer, Levin, & Grant, 2011). Fostering teachers’ attention to student thinking and getting to know teachers’ thinking about student thinking are also key to instructional leaders’ and instructional coaches’ efforts to nurture learning environments where students and teachers hold joint responsibility for their interactions and learning

The moves-based formative assessment framework facilitated teachers’ attention to feedback loops in classroom talk, while promoting instructional spaces for students to use academic language to reason mathematically based on common assessments and NCTM Standards.

Findings indicate the middle school teachers’ use of video stimulated recall involving their classroom instructional practices and facilitation from university coaches enhanced participants’ reflective practice. This form of peer-to-peer instructional coaching, centered on formative assessment driven lesson study, supports deeper understanding for teaching mathematics in diverse middle school settings.