ABSTRACT
This chapter presents a case to introduce and elaborate a strategy called orienting students to one another and to the mathematics. This strategy supports a group of students to be in dialogue with one another during a mathematics discussion. The chapter analyzes collaborative discourse because how participants engage with one another informs each person's understandings, goals, intentions, and expectations. It explores illustrative exchanges to analyze what the teachers did to steer the discussion, and how orienting students to one another and to the mathematics fostered dialogue and achieved the mathematical goal. The context in which the chapter explored the strategy of orienting was one in which a Preservice Teacher (PST) worked with a Teacher Educator (TE). The chapter reveals more attention to TEs in helping PST to learn not only how to elicit student thinking, but also to make use of student's ideas to broaden participation and advance student thinking.
