Abstract/Description:
This poster reports our findings of how teachers used public records of student mathematical thinking throughout whole class discussions. In our work, we consider a public record to be a physical and visual representation of a student contribution that is accessible to all classroom members. We will share how teachers' explicit referencing of public records helped teachers to establish student thinking and engage students with each other’s ideas in whole class discussions.
Presenters:
Ben Freeburn, Western Michigan University; Sini Graff, Brigham Young University; Nitchada Kamlue, Western Michigan University; Zeynep Arslan, Trabzon University; Lincoln J. Sorensen, Michigan Tech University; and Keith R. Leatham, Brigham Young University