Open-Strategy Sharing to Elicit Multiple Solutions

Author:
Gwendolyn M. Lloyd
Search for other papers by Gwendolyn M. Lloyd in
Current site
Google Scholar
PubMed
Close
,
Mary Jayne Coon-Kitt
Search for other papers by Mary Jayne Coon-Kitt in
Current site
Google Scholar
PubMed
Close
,
Hayley Hassinger
Search for other papers by Hayley Hassinger in
Current site
Google Scholar
PubMed
Close
, and
Katie Roth
Search for other papers by Katie Roth in
Current site
Google Scholar
PubMed
Close

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)
  • Collapse
  • Expand
Teaching Children Mathematics
All Time Past Year Past 30 Days
Abstract Views 158 54 6
Full Text Views 136 47 2
PDF Downloads 131 36 3
EPUB Downloads 0 0 0