September 2016, Vol. 23, Issue 2
Learning from the Unknown Student
Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon
Three instructional situations demonstrate the value of using an “unknown” student’s work to allow the advancement of students’ mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.
To begin a unit on area, Mrs. Gee presented a Quilt task to her third-grade students. The lesson did not go as she had planned, a thought that she subsequently shared with her colleague, Mrs. Lang.
This article is available to members of NCTM who subscribe to
Teaching Children Mathematics. Don't miss out—join now or upgrade your membership. You may also purchase this article now for online access.
Log In/Create Account
Purchase Article