How do you know? Making thinking explicit
When you watch a typical math class, you see a lot of rapid fire questioning going on. Teacher: Number 1? Student: Five and ¾ Teacher: Number 2? Student: 3 and ¼ Teacher: Number 3? Student: 2 and ½ Teacher: Anybody get a different answer? Student: 2 and ¼ . Teacher: Good. Next problem? Now in …