- create a classroom
in which all students can reflect on mathematics and communicate
their thoughts and actions
- pose
thought-provoking questions that challenge students’ thinking
and contribute to understanding
- select and pose
coherent sequences of activities, experiences and problems that
increase students’ opportunities to forge understanding
- provide balance
between allowing students to pursue their own ways of thinking and
providing important information that supports the development of
significant mathematics
- analyze and
reflect on student learning for planning, assessment of and for
learning, and communication to parents
- consider the
relationship of a task to broader mathematical goals to determine
which materials/technologies/ manipulatives will enhance student
understanding
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- communicate and
justify mathematical ideas and solutions in written and oral forms
- develop a
disposition to formulate, represent, abstract, and generalize in
situations within, as well as outside mathematics
- actively
engage with mathematics through real world, problems that are both
motivating and challenging
- develop an
understanding through the connection of concrete experiences to
abstract representations as part of a comprehensive, coherent plan
- develop a
repertoire of mathematical representations that can be used
purposefully, flexibly, and appropriately
- engage in self
assessment of mathematical learning
- use mathematical
tools, including manipulatives and technology, appropriately to
understand important mathematical ideas and to delve into content
more deeply
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Physical
access to a multitude of instructional tools including technology
(calculators, computers, probeware, and accompanying software) and
manipulatives
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sufficient
time for students to solve problems
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ample
space allotment to allow for activity-based learning
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