Who Gets to Do Abstract Mathematics? Mathematical Argument in an Urban Elementary School

Who can think mathematically? An overly simplified view of a progression from "concrete" to "abstract" can restrict access to cognitively demanding tasks for students seen as "not ready" for work on regularity and structure. This talk uses classroom examples to illustrate how one school committed to a focus on mathematical argument.

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Building on Students’ Strengths: Practices That Challenge, Engage, and Empower