DISCUSSION—The excellent paper in your February issue by Horace C. Wright, “Some True-false Examinations for Use in General Mathematics” has come to my attention.
The Editor is not satisfied with the comparatively small number who are taking part in these discussions. Any good teacher must have valuable ideas about subject matter, methods, and other mooted points. It is largely by the interchange of such ideas that we grow and improve our work. Send them to the Discussion Editor and help to make this department really helpful.
Cory A. Bennett and Mick J. Morgan
teacher. For classroom norms to be effective, beginning with a coconstructed, inclusive, and equitable process ( Kastberg and Frye 2013 ) can be helpful. This involves engaging all students in meaningful discussions about the norms and continually
Margaret S. Smith, Elizabeth K. Hughes, Randi A. Engle, and Mary Kay Stein
Five practices constitute a model for effectively using student responses in whole-class discussions that can potentially make teaching with high-level tasks more manageable for teachers.
Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes
To solve 59 plus 28, I changed the 59 to 60 and I added 60 plus 28 and got 88. Then I subtracted one, and I got 87. Ms. Alvarez has invited students to share their strategies in a number talk discussion and is thrilled when Laila describes
George J. Roy, Sarah B. Bush, Thomas E. Hodges, and Farshid Safi
Various strategies can help you build a classroom environment rich with mathematical discussion.