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Global Perspectives and Practices for Reform-Based Mathematics Teaching
The last step in Five Practices (Smith, et al., 2008 AU10: The in-text citation "Smith, et al., 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Teachers pose questions that will support students in making connections to important mathematical ideas during a class discussion.
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Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions
Kathryn Mary Rupe (Western Washington University, USA) and Rebecca S. Borowski (Western Washington University, USA)
DOI: 10.4018/978-1-7998-9422-3.ch007
Abstract
One goal for teacher preparation programs is to develop preservice teachers' ability to plan student-centered lessons that include meaningful mathematical discourse. The five practices for orchestrating productive mathematical discussions provides one framework for planning this critical component of mathematics instruction. This chapter discusses several strategies the authors implemented in undergraduate mathematics education courses. Mathematics teacher educators can use these strategies to support preservice teachers as they develop their understanding of mathematical discussions and their mathematical knowledge for teaching. The culminating activity, a three-part lesson planning sequence, prompts preservice teachers to apply knowledge of the five practices to plan responsive lessons in which student thinking is centered.
Full Text Chapter Download: US $37.50 Add to Cart
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Smart Technologies and the Augmented and Virtual in Smart Cities: Urban Life With Smart Homes, Electric Vehicles, Robotics, and Extended Realities
Connecting in a smart city context refers to activities, resources, or services in support of bridging, joining, and the fostering of relationships and interactions.
Full Text Chapter Download: US $37.50 Add to Cart
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