Eliciting Student Arguments
In this clip, Ms. Hauser asks Amanda to explain how she arrived at an answer of 114. As the student gives her argument, Ms. Hauser realizes it is flawed and tries to get Amanda to see that it is problematic.
1) What is Amanda's argument?
2) How does Ms. Hauser respond?
Amanda's work. Click the image for a larger view.
Ms. Hauser considers how she might have helped Amanda critique and revise her method and connect her method to her groupmates'. She realizes the value of allowing students time to persist with their thinking as important to the revision process.
Listen to mathematics educators Megan Staples and Mark Ellis as they discuss how Ms. Hauser both honored Amanda's thinking and tried to shift her faulty reasoning.