Why is it so crucial that coaches and teachers concentrate their interactions on students' mathematical reasoning?

Contributor Notes

Lynsey K. Gibbons, lgibbons@bu.edu and lgibbons@lynseymathed, is an assistant professor at Boston University. She works with math coaches and principals to organize their schools to be rich places for students and teachers to learn.

Melinda C. Knapp, Melinda.knapp@oregonstate.edu and Melinda.knapp@KnappMelinda, is an instructor at Oregon State University–Cascades in Bend, Oregon. She develops and maintains partnerships with local schools in support of preservice and in-service teacher learning.

Teresa Lind, teresa.lind@rentonschools.us and teresa.lind@tlind50, is the math coach at Lakeridge Elementary in the Renton School District in Seattle, Washington, where she works side by side with teachers to support instructional practice and student learning.

(Corresponding author is Gibbons lgibbons@bu.edu and lgibbons@lynseymathed)
(Corresponding author is Knapp Melinda.knapp@oregonstate.edu and Melinda.knapp@KnappMelinda)
(Corresponding author is Lind teresa.lind@rentonschools.us and teresa.lind@tlind50)
Teaching Children Mathematics
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