As we build a supportive environment, we must also set the expectation that all students will participate actively in an ongoing discussion. For this, students need not only to be willing to share thoughts but also to respond in constructive ways. (continue reading)
Rarely does an argument fully develop out of a few well-organized thoughts and statements. Rather, an argument is often the result of several extensions, clarifications, and elaborations of a few seed ideas. (continue reading)
While the formality and form of these arguments will vary across grades, all students need to be able to develop, understand, and interpret arguments appropriate to their level of expertise in mathematics. (continue reading)
The practice of building mathematical arguments, including informal justifications, is not always at the center of mathematics instruction, particularly in K–8 grades. With this book, we hope to help you incorporate argumentation into your own teaching. (continue reading)
To allow all learners to engage in argumentation, we as teachers need to develop our confidence in planning for the wide range of learners in our classrooms. How can argumentation be a goal and an expectation for all students? (continue reading)
