Abstract
A developing body of research in classroom mathematics discourse indicates that teacher facilitation can be specific and supportive without interfering in productive student talk. Students, including those who are struggling in mathematics or lack confidence, can benefit from exploring challenging mathematics and engaging in math-talk. In this study, one teacher videotaped two academically struggling Grade 1 students engaged in a mathematical debate. Transcript analysis illustrated that the student pair used math-talk guidelines to explain their thinking and ask one another clarifying questions, gaining a deeper understanding of equivalent fractions in the process.
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