Making Sense of Mathematics for Teaching to Inform Instructional Quality by Boston Melissa D.;Candela Amber G.;Dixon Juli K.;

Author:Boston, Melissa D.;Candela, Amber G.;Dixon, Juli K.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

The IQA Teacher’s Linking and Teacher’s Press Rubrics

Linking and press support student discourse (Resnick, Asterhan, & Clarke, 2015). Just as different levels of tasks provide different opportunities for learning, different levels of linking and press provide different opportunities for students to contribute to mathematical discussions. When you use a strong linking action, you support students to take up ideas offered by their peers and generate discussion that explicitly indicates how they are making sense of those ideas. For example, an instance of strong linking occurs in the Leftover Pizza lesson version 1 (5:08):

Teacher: So we see how he got seven servings; do we see how he got ⅙? So do we agree with that? I’m hearing yeses and noes…. Who doesn’t agree with him?

Student: I disagree with him because it was six parts when it was a whole…..

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