Solutions A preservice teacher's initial experiences facilitating mathematics discussions during her internship demonstrate how they offer students a chance to articulate strategies and reasoning; extend understandings through exposure to new ideas; and make connections among concepts, methods, and representations.

Contributor Notes

Gwendolyn M. Lloyd, lloyd@psu.edu, is the Henry J. Hermanowicz Professor at Penn State University, where she works with prospective teachers, classroom teachers, and doctoral students and conducts research about mathematics teacher development.

Mary Jayne Coon-Kitt, mjc224@psu.edu, coordinates a professional development school (PDS) partnership between Penn State and the State College area elementary schools. She co-teaches elementary mathematics methods, supervises interns, and leads professional development in the PDS.

Hayley Hassinger, hah5165@gmail.com, is a first-grade teacher at Neabsco Elementary School in Prince William County Schools in Woodbridge, Virginia. She was an intern in the Penn State–State College PDS during the 2016–2017 school year.

Katie Roth, kkr12@scasd.org, is a third-grade teacher at Gray's Woods Elementary School in State College, Pennsylvania, who serves as a mentor teacher for PDS interns.

(Corresponding author is Lloyd lloyd@psu.edu)(Corresponding author is Coon-Kitt mjc224@psu.edu)(Corresponding author is Hassinger hah5165@gmail.com)(Corresponding author is Roth kkr12@scasd.org)
Teaching Children Mathematics

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