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Teacher-Orchestrated Classroom Arguments

Jeffrey Choppin 

November 2007, Volume 101, Issue 4, Page 306

Abstract:
A vision of classroom discourse that actively involves students and that uses students' explanations to develop mathematical ideas. Teachers can learn to enact this vision of classroom discourse through a process of experience, collaboration, and reflection. A classroom example of implementing this in an Algebra I course is provided.

Keywords:
Article
Algebraic Patterns
Communication
Grades 9-12
Teacher
Skill and Fluency