Kate Carter


Teaching middle school mathematics, I have found that classroom dynamics have a profound impact on the quality of mathematical discussion. Wanting to improve classroom discussion in order to better facilitate both small-group and student-driven learning, I started the school year by randomly grouping students every week for their small groups. I then studied student interactions and perceptions of student status, as well as my facilitation of group discussion over the course of the year. In this article, I describe my deep dive into student relationships, classroom culture, and mathematical discourse for one class of seventh grade students.

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