ABSTRACT
The whole-group routines allow for rich discourse around big mathematical ideas, models, and strategies; the practice routines help level the playing field in terms of students’ mathematical development, offering all students opportunities to explore and understand ideas in different ways and at different paces. A one-swoop action of pulling over ten beads means that students can recognize a unit of ten without counting. Watching and waiting before conferring helps the teacher understand students’ ideas and prepare her opening question. The teacher watches the children play before speaking and then names the positive in what they’re doing. It is often challenging at first for students to explain their thinking when they are doing these routines. Students made progress in their understanding and strategies because, the people provided experiences that allowed them to grow into mathematical ideas at their own pace.
