The session focuses on the teaching practice of making content explicit as key to equitable access to and success with complex mathematics. We define what we mean by this practice, distinguishing it clearly from direct instruction and showing how it can be done in ways that do not do the mathematics for the students. We offer a decomposition of the practice into specific elements that can be taught to novice teachers. Additionally, we share a tool for assessing beginners’ progress with this practice. Drawing on data from a study using this tool, we report on patterns we found in beginning teachers efforts to make content explicit, and consider what this might tell us about the challenges in learning this practice and implications for teacher preparation.
Session Type: Discussion Session