Leatham, Keith R. creator Peterson, Blake E. | Freeburn, Ben | Graff, Sini W. | Zoest, Laura R. Van | Stockero, Shari L. | Kamlue, Nitchada text Reston, Virginia : National Council of Teachers of Mathematics , 2023 monographic eng

print

856–864p. Abstract: Has your whiteboard ever looked like the one in Figure 1? As teachers, we know effective board work is hard work. What makes board work effective, however, has a lot to do with the purpose of creating that public record in the first place. Others have shared ideas about how public records can support facilitating mathematics discussions in general (Garcia et al., 2021), as well as discussing multiple student solutions (DeLeeuw et al., 2021). In this article, we focus on using board work to scaffold what we call joint sense making, because effective mathematics instruction is, at its heart, characterized by teachers and students engaging collaboratively in making sense of mathematical ideas. ***______{For Hard Copy, Please visit Library.}________*** Communication| Discourse/Questioning| Reasoning| Sense Making| Proof| Mathematical Practices| Use appropriate tools strategically| Research| Linking Research and Practice 0025-5769 https://doi.org/10.5951/MTLT.2023.0101 https://doi.org/10.5951/MTLT.2023.0101 240116 20240116133057.0