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Fostering Student Engagement in the Mathematical Practices
Using instructional routines that develop productive habits for success.
Research suggests promoting deeper, more sustained learning by having students participate in a routine of problem solving followed by instruction. By actively engaging students in problem solving and discussion, this instructional routine can help them understand and remember mathematics concepts.
This whitepaper examines:
How problem-based instructional routines that promote engagement can help increase student understanding and retention of mathematics concepts
Think–Share–Compare: a practical, easy to implement, research-based instructional routine
The role of the teacher and student within each phase of the Think–Share–Compare instructional routine
Mark Ellis, Ph.D., NBCT
Mark is a professor of Education at California State University, Fullerton and a highly regarded scholar and teacher of K–12 mathematics education. With more than 40 publications to his credit, Mark has served on the National Council of Teachers of Mathematics (NCTM) Board of Directors and Executive Committee.