Abstract/Description:
We explore teachers’ facilitation of whole class discussions by comparing and contrasting the analysis of such discussions through two different lenses: 1) teachers’ support of collective argumentation; and 2) teachers’ productive use of student mathematical contributions.
Presenters:
AnnaMarie Conner, University of Georgia; Keith Leatham, Brigham Young University; Laura Singletary, Lee University; Laura Van Zoest, Western Michigan University, Jonathan Foster, University of Virginia; Shari Stockero, Michigan Technological University; Hyejin Park, Drake University; Blake Peterson, Brigham Young University; and Yuling Zhuang, Emporia State University