id: 06455437
dt: j
an: 2015e.00342
au: Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura
R.
ti: The “MOST” productive student mathematical thinking.
so: Math. Teach. (Reston) 108, No. 4, 308-312 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D40 D30 C70
ut: mathematical thinking; mathematical opportunities in student thinking
(MOST); pedagogical opportunity; mathematical significance; whole-class
discussion
ci:
li: http://www.nctm.org/publications/article.aspx?id=43388
ab: From the text: Instruction that meaningfully incorporates students’
mathematical thinking is widely valued within the mathematics education
community. Although being responsive to student thinking is important,
not all student thinking has the same potential to support mathematical
learning. Thus, teachers must make choices about which student
contributions should or should not be incorporated into the whole-class
discussion. In this article, we provide a framework to help teachers
make these choices.
rv: