id: 06597622
dt: j
an: 2016d.00511
au: Keazer, Lindsay M.; Menon, Rahul S.
ti: Reasoning and sense making begins with the teacher.
so: Math. Teach. (Reston) 109, No. 5, 342-349 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: E50 C70
ut: reasoning; sense making; classroom practice; teachers’ role
ci:
li: http://www.nctm.org/Publications/Mathematics-Teacher/2015/Vol109/Issue5/Reasoning-and-Sense-Making-Begins-with-the-Teacher/
ab: Summary: This article argues that the practices of reasoning and sense
making are critical for developing students’ mathematical literacy.
Seven mathematics teachers collaborated throughout a school year to
discuss the ideas proposed in Reasoning and Sense Making and put them
into practice through action research. Conducting action research, with
cycles of experimentation and reflection, helps teachers align their
practice with their vision. Co-author Keazer was the facilitator of the
teacher group, and co-author Menon was an active veteran teacher. This
article offers examples from Mr. Menon’s classroom and describes how
he generated a culture of reasoning and sense making, drawing on data
collected throughout the collaboration. Making any pedagogical changes
is not reducible to prescriptive steps. By sharing examples and
strategies, however, it is the hope that Mr. Menon’s story will
empower other teachers to experiment with similar actions. (ERIC)
rv: