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ERIC Number: EJ943568
Record Type: Journal
Publication Date: 2011-Oct
Pages: 10
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-1073-5836
Creating Spaces for Children's Mathematical Reasoning
Graves, Barbara
Teaching Children Mathematics, v18 n3 p152-161 Oct 2011
Educators often speak of teaching as "listening," yet they seldom encounter it in practice. What converts pedagogical space into authentic educational experience is a climate of respect that is born of serious, just, humble, and generous relationships in which both the authority of the teacher and the freedom of the students are ethically grounded. On the outside of this multiage (grades 1, 2, and 3) classroom door, the names of the occupants appear in alphabetical order. The teacher's name, Judith, appears halfway down the list, a small but telling gesture. Judith has implemented many of the mathematical practices supported by current educational theory, so mathematics is a location for inquiry in this classroom. In Judith's view, doing mathematics is a rich, embodied experience. With a planning board as a scheduling structure, Judith herself has more time and space to listen to the children's thinking as they take on more independent and autonomous roles. This article focuses on a mathematical conversation that Judith shared with some of the children as they presented solutions to a challenging geometry problem. (Contains 5 figures.)
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
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A