Here are your questions for this week:
Lampert article: How does classroom discourse play a role in Lampert's "classroom community"? What are the roles of the teacher and student in her descriptions of what a math class should look like?
Textbook- Hypothesizing and generalizing are emphasized in the process standards for both science and math- in your observations of young children- how often are they engaged in these kinds of processes? Can you give some specific examples from your own experiences?
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