What, how, Who: Developing Mathematical Discourse

Author:
Kelley Buchheister
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Christa Jackson
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Cynthia E. Taylor
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A collaborative classroom, an open-ended problem, and a what-how-who structure can build students' reasoning skills and allow teachers to recognize all classroom contributions.

Contributor Notes

Kelley Buchheister, kbuchheister2@unl.edu, is an assistant professor at the University of Nebraska in Lincoln.

Christa Jackson, jacksonc@iastate.edu, is an associate professor in mathematics education at Iowa State University in Ames.

Cynthia E. Taylor, cynthia. taylor@millersville.edu, is an associate professor at Millersville University of Pennsylvania. They are former classroom teachers who are interested in fostering equitable classroom environments that encourage each and every student to engage in mathematical disc ourse.

(Corresponding author is Buchheister kbuchheister2@unl.edu)
(Corresponding author is Jackson jacksonc@iastate.edu)
(Corresponding author is Taylor taylor@millersville.edu)
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