부산대학교 도서관

In-depth analyses of six elementary mathematics classrooms (with varying student achievement) captured student and teacher interactions and documented the critical role of teacher follow-up in shaping opportunities for low-income students of color to engage in algebraic reasoning. This paper details the efforts of teachers as they, contrary to existing school practices, found ways to support student engagement around explanations. Examining the variation in teacher follow-up that existed across classrooms illuminated how one high-achieving classroom teacher's use of follow-up communicated a set of high expectations around mathematical work for students and supported them to wrestle productively with the mathematics. [For the complete proceedings, see ED585874.]