Learning from the Unknown Student

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.

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Bibliographische Detailangaben
Veröffentlicht in:	Teaching children mathematics 2016-09, Vol.23 (2), p.74-81
Hauptverfasser:	Barlow, Angela T, Gerstenschlager, Natasha E, Harmon, Shannon E
Format:	Artikel
Sprache:	eng
Schlagworte:	Critical Thinking Criticism Educational Strategies Elementary Schools Error Correction FEATURES Graph theory Legs Mathematical Concepts Mathematical Logic Mathematical problems Mathematics Mathematics Activities Mathematics education Mathematics Instruction Mathematics Skills Mathematics teachers Peer Evaluation Problem solving Quilts Reasoning Student Developed Materials Teaching Methods
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	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.
ISSN:	1073-5836 2327-0780
DOI:	10.5951/teacchilmath.23.2.0074