Launching a Discourse-Rich Mathematics Lesson

Adapted from literacy instruction for use in mathematics, the think-aloud strategy models mathematical thinking.

Contributor Notes

Aaron Trocki, atrocki@elon.edu, instructs mathematics at Elon University in Elon, North Carolina. His contributions to this article are based on work as a mathematics education research assistant at North Carolina State University. Taylor, Starling, and Szatajn are at North Carolina State University in Raleigh.

Christine Taylor, christine_taylor@ncsu.edu, a graduate student in mathematics education, is interested in the professional development of teacher leaders.

Tina Starling, ttstarli@ncsu.edu, is an assistant professor in the STEM Education Department who enjoys helping prospective and practicing mathematics teachers connect theory to practice.

Paola Sztajn, psztajn@ncsu.edu, is a pro fessor of mathematics education in the Elementary Education Department. Her research focuses on professional development in mathematics for elementary school teachers.

Daniel Heck, dheck@horizon-research.com, is a senior researcher at Horizon Research in Chapel Hill, North Carolina. His research focuses on teacher learning in professional development.

(Corresponding author is Trocki atrocki@elon.edu)(Corresponding author is Taylor christine_taylor@ncsu.edu)(Corresponding author is Starling ttstarli@ncsu.edu)(Corresponding author is Sztajn psztajn@ncsu.edu)(Corresponding author is Heck dheck@horizon-research.com)
Teaching Children Mathematics

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