their planning and their goals for the discussions. They detail various aspects
of their practice: how they provide multiple entry points and resources to
make the mathematics accessible, how they prepare students who are strug-
gling ahead of time for whole-group discussion, and how they assess what
students have learned from the conversations and what next steps might be.
Questions to Think About
What strategies do the teachers use to make the mathematics accessible to
all students during whole-class discussions?
What strategies to the teachers use to help the students who are struggling
participate in the whole-class discussions?
How do the small-group discussions contribute to the students’ learning?
What do the teachers learn about their students’ understanding by listening
to them talk in small and large groups?
BUILDINGUNDERSTANDINGTHROUGHTALK