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Making student thinking public. (English)
Math. Teach. (Reston) 104, No. 9, 704-709 (2011).
From the introduction: It has become generally accepted that the practice of making student thinking public ‒ by resenting work at the board, discussing tasks in small groups, or verbally explaining ideas in a whole-group setting ‒ is an integral part of effective mathematics teaching. In this article, we introduce a framework for thinking about the learning opportunities that different purposes of making student thinking public are likely to provide; identify nine purposes that emerged from our research; and use one teacher\rq s purposes to illustrate how the framework can be used to reflect on the effects of subtle differences in uses on students\rq learning opportunities.
Classification: C30 D40 D70
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