Avoid three common instructional moves that are generally followed by taking over children's thinking.

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Contributor Notes

Victoria R. Jacobs, vrjacobs@uncg.edu, is a mathematics educator at the University of North Carolina at Greensboro.

Heather A. Martin, hmartin@ncbb.net, and Rebecca C. Ambrose, rcambrose@ucdavis.edu, are mathematics educators at the University of California—Davis.

Randolph A. Philipp, rphilipp@mail.sdsu.edu, is a mathematics educator at San Diego State University in California. They all collaborate with teachers to explore children's mathematical thinking and how that thinking can inform instruction.

(Corresponding author is Jacobs vrjacobs@uncg.edu)(Corresponding author is Martin hmartin@ncbb.net)(Corresponding author is Ambrose rcambrose@ucdavis.edu)(Corresponding author is Philipp rphilipp@mail.sdsu.edu)
Teaching Children Mathematics


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