Type:

Other

Description:

This article discusses an inquiry practice that encourages students to develop their mathematical thinking through discussion. The author describes examples of students taking ownership of their learning when they are encouraged to justify their positions through sound mathematical reasoning. This practice builds a foundation for formal proofs.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Grade 2,Grade 3,Classroom management,Grade 1,NSDL,Grade 4,Teaching strategies,Critical thinking,Early Elementary,Kindergarten,Mathematics,Professional development,Analyze and persevere,Process skills,oai:nsdl.org:2200/20140728160547776T,Mathematical language,Grade 5,Logic and foundations,Vocational/Professional Development Education,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-027,Reason abstractly,Practice Standards,Elementary School,Reason quantitatively,Inquiry learning,Upper Elementary,Communication,General,Critique reasoning,Education,Construct arguments,Reasoning

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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