Representing and recording student thinking in public spaces during mathematics discussions is challenging work. We share principles for recording student thinking in the moment and share an activity for improving your recording practice.
Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes
Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes
The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.