ABSTRACT
In the previous chapters, the focus of the discussion was on the various aspects of the classroom culture that have influenced children’s learning, and of the role that children’s interaction and subsequent discourse involving reasoning and argumentation has in their understanding of multiple units (including ten), place value, and the system of whole numbers. These chapters provided illustrations of the opportunities that are available for students in the classroom to validate their mathematical meanings. Complementing these previous efforts, the focus of this chapter not only continues the emphasis on the interactive process of learning and teaching but also centers on a teacher and her actions in this situation.
