Listening to Students: The Power of Mathematical Conversations
January 1999, Volume 5, Issue 5, Page 289
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.
Professional Development / Teacher Education