Building Thinking Classrooms: Part Two and Three

How we teach and what we teach are both really important. In this episode Pam and Kim wrap up their discussion on Peter Liljedahl's book Building Thinking Classrooms and how it meshes with the Math Is Figure-Out-Able movement.
Talking Points:

• When we suggest to defront the classsroom
• Don't let language hamper the math for students during a Rich Task
• Consolidation versus Math Congress
• Use hints and extensions to keep students at the edge of the Zone of Proximal development and that requires knowing the math deeply
• Teachers need to know both the "how" and the "what" of the math for students to be successful

See Ep 128 for more about students can do more than they can say and say more than they can represent

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