A four-phase process and three principles for building a mathematics learning community use rich discussion of student work.
Jeremy F. Strayer, James B. Hart, and Sarah K. Bleiler-Baxter
Sarah K. Bleiler-Baxter, D. Christopher Stephens, Wesley A. Baxter, and Angela T. Barlow
Using simplification, relationship mapping, and situation analysis as a framework, we offer vignettes of student discussions about the Theme Park task to highlight their key choices as they model with mathematics.
Sarah K. Bleiler, Wesley A. Baxter, D. Christopher Stephens, and Angela T. Barlow
Teachers' insights could inspire further discussion about interpreting the SMPs.
Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer
Explore what it means to balance love for mathematics with love for students.
Yi-Yin Ko, Sean P. Yee, Sarah K. Bleiler-Baxter, and Justin D. Boyle
A three-step instructional sequence gives students authority to judge an argument's veracity by developing class-based criteria for proof.