The answer was yes, and I’m about to lay out for you the dimensions of the Teaching for Robust Understanding of Mathematics (TRU Math) scheme for classroom analysis. But first, a technical note. For the purposes outlined at the beginning of this talk, showing that classrooms with certain properties produced students who were powerful mathematical thinkers, we would have to assign scores along each dimension. And, because classrooms have different activity structures at different times—whole class discussions, small group work, individual seat work, student presentations—we would have to have separate scoring rubrics for each of those activity structures. That’s just technical detail, however. In what follows I’m going to focus on the five main dimensions that emerged from our analyses. I’ll introduce them via five questions, then elaborate on each.