Wednesday, April 15, 2015: 2:45 PM-3:15 PM
Otis (Westin - Boston Waterfront)
Lead Speaker:
Sarah Kate Selling
Description of Presentation:
Making mathematical practices explicit while still providing students authentic opportunities to engage in these practices can make instruction more equitable. This study compares how experienced and beginning teachers make mathematical practices explicit in discourse and what this might reveal about the knowledge and skills entailed in doing so.
Session Type: Brief Research Report