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ERIC Number: EJ1106929
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0045-0685
Using a Framework for Three Levels of Sense Making in a Mathematics Classroom
Moss, Diana L.; Lamberg, Teruni
Australian Mathematics Teacher, v72 n2 p25-31 2016
This discussion-based lesson is designed to support Year 6 students in their initial understanding of using letters to represent numbers, expressions, and equations in algebra. The three level framework is designed for: (1) making thinking explicit, (2) exploring each other's solutions, and (3) developing new mathematical insights. In each level of the discussion, students are connecting prior knowledge to new knowledge and making new mathematical connections. The results from the whole class discussion is to develop "big mathematical ideas" that students can transfer to other problems and situations.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A