Co-Constructing Written Explanations

Author: Leslie C. Banes, Gabriela L'pez, Michelle Skubal, and Lara Perfecto
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Volume/Issue:
Volume 23: Issue 1
Page(s):
30–38
DOI:
https://doi.org/10.5951/mathteacmiddscho.23.1.0030
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A collaborative writing lesson with an authentic audience sparks powerful class discussion and engages students in deciding what should be included in a mathematical explanation.

Contributor Notes

Leslie C. Banes, lcbanes@ucdavis.edu, is a former bilingual elementary school teacher. She is an instructor for the MA Education program at the University of California Davis and collaborates with teachers to explore the relationship between mathematics and language learning.

Gabriela L'pez teaches fifth grade in a dual immersion program. It is her third year of teaching, and she enjoys finding new techniques to keep all students engaged and challenged.

Michelle Skubal teaches fifth grade. It is her third year of teaching, and she is passionate about supporting her language learner students to learn the language of mathematical communication.

Lara Perfecto teaches a second-grade and third-grade combination class at a Montessori school. It is her third year of teaching, and she constantly seeks opportunities to improve her teaching and collaborate with others.

(Corresponding author is Banes lcbanes@ucdavis.edu)
Mathematics Teaching in the Middle School
Cover Mathematics Teaching in the Middle School
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2017
Page Count:
9
Article Category:
Research Article
Print Publication Date:
01 Sep 2017
Online Publication Date:
Sep 2017
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