Abstract
These quotes came from sixth-grade students during several geometry lessons. Because of my interest in how students stimulate one another's reasoning in mathematics, I spent some time in classrooms with teachers who were willing to step back and let their students express their thinking, and whose careful modeling would resonate in the students' reasoning at a later time. The two vignettes that follow illustrate the fact that student-to-student discourse and careful teacher modeling support a transition path to more formal mathematical reasoning.
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