Characterizing Anticipated Conversations: What Do Teachers Plan to Ask Individual Children About Their Fraction Strategies?

Session Submission Type: Individual Session

Description for Program

We will share research on conversations that grades 3–5 teachers anticipated having with individual children during fraction problem solving. Findings include the goals and types of questions teachers proposed when building (or not building) on children’s thinking.

Sub Unit

• Mathematics Pedagogy and Instructional Practice

Lead Presenter

• Amy Hewitt, University of North Carolina, Greensboro

Co-Presenters

• Naomi A Jessup, University of North Carolina, Greensboro

• Vicki Jacobs, University of North Carolina, Greensboro

• Katherine Baker, University of North Carolina, Chapel Hill