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Miriam Gamoran Sherin

Prompting students to talk about mathematics is an important goal of mathematics education reform. Teachers are encouraged to provide opportunities for students to discuss their ideas about mathematics and to listen closely to what students say. Yet managing such discourse is no easy task and can present teachers with many new challenges (Ball 1991; NCTM 1991).

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Sherin Gamoran Miriam and James Lynn

This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.

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Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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Miriam Gamoran Sherin Sherin and Elizabeth A. van Es

What types of things do you typically notice as you watch your students in class each day? For instance, when the bell rings at the start of class, what do you look for as you scan the room? Later on, when you see a group of students interacting, what do you tend to notice about their work together? And in class discussions, which of the ideas that students raise stand out to you and why?

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Katherine A. Linsenmeier and Miriam Gamoran Sherin

Classroom video excerpts are often used to help preservice and practicing teachers explore students' mathematical ideas. This article describes several types of video clips that the authors have found to be particularly productive for this purpose.

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Miriam Gamoran Sherin, David Louis and Edith Prentice Mendez

Three years ago, the authors of this article began to work together to develop a middle school classroom in which students talk about mathematics. We found that getting students to talk about mathematics was easy—in fact, students were eager to share their ideas. More challenging was finding ways to encourage students to interpret and comment on the ideas of their classmates. These kinds of exchanges were especially important to us because in the discourse community that we envisioned, the teacher is not alone in the position of clarifying and questioning student methods. Rather, students take an active role by commenting on and critiquing one another's mathematical ideas (Ball 1993; Brown and Campione 1996; Sherin, Mendez, and Louis 2000).