Then, they must step back and reflect on the ways in which those strategies are the same. Students must first make sense of each strategy, both of which represent someone else’s thinking. ![]() They drew or used a finger to count every single car to get the total of how many.Īsking students to compare strategies and representations encourages them to reflect on their own thinking and the thinking of others. This teacher focuses students’ attention on how the two counting all strategies are similar. Teacher: So in both cases, Luke, you’re right. Luke: Um well they were counting all of them after they put ‘em up? … They just counted all of them. ![]() Does anyone see another way that these are similar strategies? Teacher: So they both labeled with numbers? That is one thing that they did the same. After recording two strategies in which the students counted all of the cars, the teacher asks, “Can anybody see a way that Hunter’s strategy is similar to Danny’s? … What’s the same about them?” But what does it look and sound like when students reflect on mathematical ideas?Ĭonsider the following discussion from a grade 1 classroom, where students are sharing their strategies for solving a problem about two groups of toy cars (6+7). They become better at thinking about thinking and making connections to other mathematical concepts and contexts. When students engage in math experiences that include time to reflect on their reasoning and the thinking of others they are more likely to become self-reflective. ![]() What traits do reflective students possess? How can a teacher nurture a learning culture where reflection is a natural part? I’m still thinking about how to recognize, encourage, and promote student reflection about math ideas. As I worked with teachers in classrooms this fall, the topic of how to help students reflect on their learning and the learning of others kept coming up.
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