(e.g., number cube trains) can benefit all children. Sometimes we forget that chil-
dren who seem to understand beginning number concepts well can benefit from
a visual model and representation, whether that is working with models or acting
out the story problem. Also, by explaining their thoughts and reasoning, all chil-
dren learn to value themselves as mathematicians and to challenge themselves to
think about and then verbalize their understanding of mathematical concepts and
ideas.
As I think about my experience with Sarah’s group, I realize how much I
learned about the students’ understanding through the classroom conversation.
The range of understandings was evident. As evidence of students’ confusions
emerged, I was able to plan the small-group intervention to give these students
extra practice. We have found that these opportunities both to preview and
review are crucial in helping the intervention group make connections from one
day to the next so that they have ways to enter and participate in the whole-class
discussion and continue to build their understanding. They are being exposed to
their classmates’ talk about patterns in these whole-group discussions. This talk
will be a reference point for them as they move toward discovering patterns and
making generalizations.
BUILDINGUNDERSTANDINGTHROUGHTALK