Abstract by Sarah Cox
Utilizing a public record in the mathematics classroom
Teachers often struggle to know what strategy is most effective when incorporating the visual aspects of student mathematical thinking in the classroom. Teacher researchers in the Mathematically significant pedagogical Opportunities to build on Student Thinking (MOST) project have expressed the benefits and drawbacks of creating a public record. A public record is the recording of student mathematical thinking that has arisen during class discussion presented in a manner that allows all students access to the thinking in the ensuing discussion. These teacher researchers grapple with the productivity of students creating the public record or the teacher scribing the public record for the student. We will discuss what a public record is used for, what observations we and the teacher researchers have made about the functionality of maintaining a public record, and how the public record can benefit the whole class discussion.