Use this Japanese organizational strategy to facilitate multiple problem representations and better classroom communication.

Contributor Notes

Eloise R. A. Kuehnert,, is a doctoral student at the University of North Texas. She is interested in student-generated mathematical connections among representations and teachers' roles in classroom conversations.

Colleen M. Eddy,, is an associate professor at the University of North Texas in Denton. She is interested in the anticipation and moderation of student responses during productive mathematics discussions.

Daphyne Miller,, is a first-grade teacher at Hilltop Elementary School in Argyle, Texas. She enjoys innovative learning experiences that allow her students to explore connections across the curriculum.

Sarah S. Pratt,, is an assistant professor at the University of North Texas. She is interested in the kinds of conversations that can occur when images are included.

Chanika Senawongsa,, is a doctoral student in mathematics education at Khon Kaen University, Thailand, who has received funding by the Higher Education Research Promotion and National Research University Project of Thailand, Office of the Higher Education Commission, through the Cluster of Research to Enhance the Quality of Basic Education. She is interested in algebraic reasoning in elementary-level mathematics textbooks.

(Corresponding author is Kuehnert
(Corresponding author is Eddy
(Corresponding author is Miller
(Corresponding author is Pratt
(Corresponding author is Senawongsa
Teaching Children Mathematics
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