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Sandra M. Linder and Amanda Bennett

This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.

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Jonathan N. Thomas and David M. Dueber

Through the use of rich examples, we examine the non-verbal ways in which teachers and students may communicate with one another. We will explore how gesture may be used to clarify and enrich interactions in the mathematics classroom.