Supporting Novice Teachers in Leading Discussions That Reach a Mathematical Point: Defining and Clarifying Mathematical Ideas
a whole-class mathematics discussion is complex work. The teacher must attend
to and respond to student thinking while continually keeping the mathematical
goals of the discussion in mind. This work is especially challenging for novice
teachers who are just learning to facilitate classroom talk. The authors
present a new sorting-task instructional activity designed to support novice
secondary teachers in steering a discussion toward a mathematical point while
eliciting and making use of student thinking.
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