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When do we allow students more freedom, and when do we need to be more explicit? In this episode, Pam and Kim analyze a Distance vs. Removal subtraction Problem String, identifying when they are explicit and when they are not.
Talking Points:
- Intentional contexts, number choices, and problem order
- Choosing which strategies to elicit and represent
- Planned board layouts
- Focusing the conversation
- Highlighting mathematical behaviors
- Layering explicit content, behavior, and community goals around open-ended student reasoning
Links:
1. Podcasts Episodes Distance vs. Removal: Ep96 and Ep149
2. Pam's Books
Check out Pam's social media
Twitter: @PWHarris
Instagram: Pam Harris_math
Facebook: Pam Harris, author, mathematics education
Linkedin: Pam Harris Consulting LLC
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Note: It’s more fun if you try to solve the problem, share it on social media, comment on others strategies, before you listen to Pam and Kim’s strategies.
Check out #MathStratCha…
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Note: It’s more fun if you try to solve the problem, share it on social media, comment on others strategies, before you listen to Pam and Kim’s strategies.
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What does explicit teaching mean to you? In this episode, Pam and Kim discuss an Adding Mixed Numbers Problem String, idenitfying exactly what teachers should be explicit about versus what they should leave for students to grapple with.Talking Points:
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