This discourse strategy helps students understand story problems by revealing the task in stages and having learners adjust their predictions.
Lara Dick, firstname.lastname@example.org, is an assistant professor in the mathematics department at Bucknell University in Lewisburg, Pennsylvania. She is interested in the development of preservice and in-service teachers' specialized content knowledge.
Tracy Foote White, email@example.com, is a research assistant in mathematics education at North Carolina State University at Raleigh. She is interested in the equitable use of discourse for teaching and learning mathematics.
Aaron Trocki, firstname.lastname@example.org, instructs mathematics at Elon University in Elon, North Carolina. He is interested in the role of discourse to promote conceptual understanding in mathematics.
Paola Sztajn, email@example.com, is the department head of teacher education and learning sciences as well as a professor of mathematics education at North Carolina State University in Raleigh. Her research focuses on elementary school teachers' mathematics professional development.
Daniel Heck, firstname.lastname@example.org, is a senior researcher and partner at Horizon Research in Chapel Hill, North Carolina. His research focuses on teacher learning in professional development.
Kate Herrema, email@example.com, is a fifth-grade teacher at Farmington Woods Elementary School in Cary, North Carolina. She is interested in helping all students make connections in mathematics.