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ERIC Number: EJ1082003
Record Type: Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0025-5769
Celebrating Diversity by Sharing Multiple Solution Methods
Lim, Woong; Kim, Hongjoong; Stallings, Lynn; Son, Ji-Won
Mathematics Teacher, v109 n4 p290-297 Nov 2015
Research has found that students, particularly those in middle school and high school, believe that their participation in mathematics classrooms includes listening to teachers explaining, working in textbooks, and solving exercise problems quickly (Franke, Kazemi, and Battey 2007). In this article, the authors describe a classroom vignette and illustrate how the teacher implements a teaching strategy of sharing multiple solution methods. This pedagogical approach fosters an environment in which students learn how to communicate and critique mathematical ideas and grow to be meaningful participants in their mathematics communities. Key characteristics of the two-lesson sequence of the vignette include selecting an appropriate task and modeling productive student interactions. This lesson sequence requires two forty-five-minute class periods, depending on the number of students and the variety of student solutions.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A