I wonder without a model, as a baseline, what our students would notice about their own math conversations and what they need to work on?

]]>I wondered if it’s the precision of math language & definitions that makes them so important… like the way not all figures with 4 equal sides can be precisely called diamonds, and some might be better examples of diamonds than others. But if you say, “that’s a rhombus” you can be precise and use the definition and no closed figure with 4 congruent sides is “more rhombus-y” than any other.

]]>I notice that you’re also focused on creating the environment for a positive, respectful, generative exchange of ideas which is really important!

I wonder what, if anything, you would add in terms of creating “viable arguments” as well as positive discussions?

]]>They are able to take their answer and apply it to another number/similar problem to prove and justify how their strategy still works. ]]>

- an open mind

- wait time for the speaker to think

- fair distribution of questions and comments