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- W2185261541 abstract "Facilitating mathematical discussions where all students actively participate in making conjectures, providing clear explanations, and understanding each other's reasoning is a goal of mathematics instruction. This study documents one kindergarten teacher's attempts to help her students verbalize their mathematical thinking while solving problems in an addition and subtraction unit. The pathways that the teacher used to develop a community of learners in the classroom provide insight into understanding the complexities of facilitating successful mathematical discussions. What does effective teaching of mathematics, and in particular primary mathematics, look like? We posit that effective teaching is evidenced by a lively math community where students think, talk, solve, invent, understand and produce. The effective teacher is a student of her students. She listens to and authentically engages with them as she guides mathematical conversation. However, we realize that effective practice is defined according to one’s goals and assessment of what it means to do mathematics. Because our goal is for students to learn math with understanding, we set out to discover how a teacher teaches for understanding. What decisions, made “in-the-moment”, help to create a community where students engage in mathematical conversations that deepen their understanding of mathematics?" @default.
- W2185261541 created "2016-06-24" @default.
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- W2185261541 date "2008-01-01" @default.
- W2185261541 modified "2023-09-27" @default.
- W2185261541 title "SCAFFOLDING MATHEMATICAL DISCOURSE IN KINDER- GARTEN: A PRACTICAL LOOK AT THE CHALLENGES OF SUPPORTING STUDENTS IN-THE-MOMENT" @default.
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- W2185261541 hasPublicationYear "2008" @default.
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