Making the Most of Going over Homework

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Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice.

Contributor Notes

Samuel Otten, ottensa@missouri.edu, is an assistant professor at the University of Missouri– Columbia. He is interested in students' engagement in such mathematical practices as reasoning and attending to precision.

Michelle Cirillo, mcirillo@udel.edu, a former high school mathematics teacher, is an associate professor at the University of Delaware. Her interests include classroom discourse and the teaching of such mathematical practices as mathematical modeling and reasoning and proving.

Beth Herbel-Eisenmann, bhe@msu.edu, is an associate professor at Michigan State University. She is interested in mathematics classroom discourse and collaborating with secondary mathematics teachers to do action research to accomplish their goals for improving classroom discourse.

(Corresponding author is Otten ottensa@missouri.edu)(Corresponding author is Cirillo mcirillo@udel.edu)(Corresponding author is Herbel-Eisenmann bhe@msu.edu)
Mathematics Teaching in the Middle School

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