Abstract
This article describes a classroom episode where a student’s unanticipated reasoning reminds us that foregrounding student sensemaking requires more than listening for strategies from a prepared list. Student knowing can be abrupt and surprising, and the teacher must honor and accentuate mathematical sense as it emerges.
Recommended Citation
Banting, Nat
(2020)
"Almost-common denominators,"
Colorado Mathematics Teacher: Vol. 53:
Iss.
1, Article 2.
Available at:
https://digscholarship.unco.edu/cmt/vol53/iss1/2
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons