2024 Northwest Mathematics Conference

When what we do in the classroom doesn’t feel like it is working, we often revert back to how we were taught: giving hints, showing how to do the work/solve the problem, etc. While this comes from the best of intentions and might feel like learning is happening what often occurs is a cycle of less and less empowerment, identity and agency for our students (and teachers). We propose shifts that support students thinking and sharing ideas and teachers shifting to a mediator of student thinking.