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The norms for learning from errors, which are nurtured in the classroom, are vital in making this type of dicussion successful.

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Misconceptions are powerful opportunities for learning.

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I appreciated the sentence stems on p. 121. I'm thinking about how they fit with the talk slides I've been sharing with teachers. 

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I appreciated the sentence stems on p. 121. I'm thinking about how they fit with the talk slides I've been sharing with teachers. 

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https://docs.google.com/presentation/d/1y2IcAb3lrviqD76XSStj5xVDzF358zG61LofNq6T-us/edit?usp=sharing

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It's worth the time to allow students to think about what their question is before trying to figure out the answer.

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Addressing the mathematical practices of making sense of the problem and persevering when solving them.

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Renaming mistakes to desirable outcomes. Using student misconceptions to really get to the heart of the math process! <3

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I loved the true false problem they gave along with the discussion. I liked how the teacher gave a real life explanation to help the students make sense. (skittles)

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Errors can act as opportunities for advancing mathematical thinking, it's important as teachers to think about how to treat students as sense makers and find logic in partial understanding to support productive conversation.

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This chapter helped remind me that we should look at mistakes as "desirable contributions"

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Teachers can use errors as opportunities for advancing mathematical thinking. Treating students as sense makers!

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It is important to give something for students to actually make sense of! They need a context to engage with in order to deepen their understanding and develop procedural fluency in all grades. Context first, then develop procedures!

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This chapter helped me focus on "How can teachers treat students as sense makers and find the logic in students' partial understandings."

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This chapter helped me focus on "How can teachers treat students as sense makers and find the logic in students' partial understandings."

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“How did this impact your prior knowledge of the topic?” or “What was your initial reaction to chapter 7?”

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“How did this impact your prior knowledge of the topic?” or “What was your initial reaction to chapter 7?”