The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.
Melissa A. Gallagher, Laura Ellis, and Travis Weiland
Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.
Atara Shriki and Dorit Patkin
Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for grades 6–8 students.
Hala Ghousseini, Sarah Lord, and Aimee Cardon
Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.
Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot
Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.
Susan Ahrendt, Debra Monson, and Kathleen Cramer
Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.
Kathryn O’Connor, Emma Dearborne, and Tutita M. Casa
A version of math workshop centrally positions students to inquire mathematically.
Ear to the Ground features voices from various corners of the mathematics education world.
Nicholas J. Gilbertson
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Tracy E. Dobie and Eleanor R. Anderson
This article explores how teachers can use the sentence stems “I notice” and “I wonder” to deepen professional conversations with colleagues, both in person and in online spaces.