Learn why collecting, clarifying, and revoicing—often great teaching moves—do not always work.
Laura R. Van Zoest, Shari L. Stockero, Blake E. Peterson, and Keith R. Leatham
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
Using question 28 from the May Problems to Ponder in volume 114, the author and her seventh- and eighth-grade students launched into a discussion of creativity, linearity, piecewise, and recursive definitions of functions. This pattern to ponder provided rich mathematical opportunities for all students in my middle school classroom.
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.