Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
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Mathematical Explorations: A New Twist on Collaborative Learning
classroom-ready activities
Stephanie M. Butman
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
Informing Practice: Examples as Tools for Constructing Justifications
research matters for teachers
Kristen N. Bieda and Jerilynn Lepak
Research explores how to help students build from, instead of building with, examples when justifying mathematical ideas.
Carol J. Bell
Reasoning and Proof is one of the process standards set forth in NCTM's principles and standards for school mathematics (2000).
