Listen to the researchers ...

If children are going to be viewed as young mathematicians, they must be allowed to collaborate, argue, consult, defend, ask [and] explain … using mathematical ideas. Children construct mathematics understanding through this type of social interaction.” (Geist, 2006)

Three researchers consider what it means to think mathematically and to learn as a mathematician.

Voices from the Classroom ...

When we truly understand the content, we are able to notice and name the learning that is demonstrated by children. We recognize links between strands and strategies. We intentionally use mathematical vocabulary in an effort to immerse children in a rich environment that is infused with math.” (Primary Educator)

As you watch the following videos you may wish to consider:

In a variety of contexts, what are we learning about how children make sense of their world mathematically? What is the influence of student and educator gesturing on mathematical thinking?