A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.

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Contributor Notes

Chepina Rumsey, chepina.rumsey@uni.edu, is an assistant professor at the University of Northern Iowa and works with preservice and in-service elementary school teachers. She is interested in how young mathematicians talk and reason about number patterns and the arithmetic properties.

Jody Guarino, jguarino@ocde.us, is a mathematics coordinator at Orange County Department of Education, where she supports teacher and student learning of mathematics. She also works with preservice teachers in her role as lecturer at the University of California, Irvine.

Rachael Gildea, rachaelgildea9917@gmail.com, teaches first grade in Orange County, California. She is interested in the use of public records to record student strategies and discourse in mathematics.

Christina Y. Cho, Christina_1192@yahoo.com, teaches second grade in Orange County. She is interested in supporting and guiding students to communicate their ideas in mathematics.

Bethany Lockhart, @lockhartedu, teaches kindergarten at Community Roots Academy, is a Student Achievement Partner California Core Advocate, and is a reviewer for EdReports.org.

(Corresponding author is Rumsey chepina.rumsey@uni.edu)(Corresponding author is Guarino jguarino@ocde.us)(Corresponding author is Gildea rachaelgildea9917@gmail.com)(Corresponding author is Cho Christina_1192@yahoo.com)
Teaching Children Mathematics


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