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Listening to Students: The Power of Mathematical Conversations

Sandra Atkins 

January 1999, Volume 5, Issue 5, Page 289

Abstract:
In the conversations described in this article, positioning the students so that they could see one another encouraged richer conversations among them and increased the likelihood that the teacher could become a member, rather than leader, of the mathematical community. Students of that community began to form a collegial relationship in which they challenged, modeled, and reconstructed one another's ideas.

Keywords:
Article
Pre-K-2
Grades 3-5
Conceptual Development
Communication
Teacher
Professional Development / Teacher Education