The Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project seeks to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Its partners include researchers at Vanderbilt University and district leaders in two large urban school districts.

In addition to developing a theory of action related to improving mathematics teaching, the MIST project is developing and testing new approaches to designing with districts and to theory development. In addition, the project is using a broad range of implementation evidence to guide both theory development and capacity building.

MIST receives funding from the National Science Foundation.