ABSTRACT
This chapter explores explicit revision structures, or instructional moves that create time and space for students to revise their thinking. Revision structures elicit students’ thinking, elicit their awareness of how their thinking shifted, and invite students to record these shifts in their thinking. One purpose for revising in math class is to work on improving solutions to mathematical tasks. Choosing a draft to revise as a class involves choosing student work that needs improving in a particular way for a particular reason. Critique involves recognizing what is working as well as improving what is not working. The Talking Points protocol starts with teacher-created statements about mathematics that may or may not be true or may be partially true. Students can reflect on how their thinking has changed, document changes in their thinking, and consider what inspired the changes in their thinking.
