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.
Colorado Mathematics Teacher: Vol. 53
, Article 2.
Available at: https://digscholarship.unco.edu/cmt/vol53/iss1/2