This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.
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Michael D. Steele, email@example.com, is a professor of mathematics education in the School of Education at the University of Wisconsin—Milwaukee. He directs the secondary mathematics teacher program and works extensively with practicing teachers to promote effective student-centered teaching practices. His research interests include studying teacher knowledge and practice, developing mathematical knowledge for teaching, and the role of discourse in student learning. He is currently on detail with the National Science Foundation as a program officer in the Division of Research on Learning.