Classroom discussions become more productive when teachers design their inquiries to elicit and understand student thinking.

Contributor Notes

Delise R. Andrews, dandrews@lps.org, is the grades 3–5 math coordinator for Lincoln Public Schools in Lincoln, Nebraska. She is interested in supporting high-yield instructional practices that engage students with mathematics in meaningful ways.

Karla J. Bandemer, kengh@lps.org, is the grades 3–5 math teacher leader for Lincoln Public Schools in Lincoln, Nebraska. She is interested in strengthening student learning by supporting teachers' instructional planning and professional growth.

(Corresponding author is Andrews dandrews@lps.org)(Corresponding author is Bandemer kengh@lps.org)
Teaching Children Mathematics

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