Screencast 4: Student thinking of the module

This facilitator overview video (below) will support you in learning more about the main mathematical ideas developed in the later module sessions. These ideas include:

  • This overview will begin with a part of the module focused on student thinking from Session 4.
  • You will then specifically focus on facilitating teachers’ learning and interaction around two aspects of student thinking that are a part of the module:
    • First you will consider how to support teachers in unpacking student responses from an assessment.
    • Second, you will use a video in Session 10 to think about how to support productive dialog among teachers focused on a student error.
Preparing for engagement Before you engage in this overview, please do the following:
  1. Watch the video in Session 10, part 5 and notice how Dr. Ball asks Autumn to share her solution and engages other students in thinking about Autumn’s approach. Use the video to guide your consideration of how participants will respond when asked to:
    • Describe Autumn’s error to make sure you understand her mathematical thinking
    • Describe Paige’s explanation of Autumn’s approach
    • Describe how Paige uses Autumn’s drawing to try to solve the problem. Is her explanation mathematically correct?
  2. Download and print a copy of the student work from Session 9, part 4 titled “Handout: Student Work 1-6”.
  3. Download the Math Notes document in Session 10, part 2 from a mathematical analysis of the fraction-of-a-set task.
How this overview supports the facilitator of the module This facilitator overview is designed to provide opportunities for you to:
  • Consider specific common patterns in the ways that students think about using and representing fractions.
  • Make connections with patterns of thinking about fractions with which you are already familiar.
  • Think about ways of using video and work samples to make student thinking come alive for participants.



PLEASE NOTE: THESE OVERVIEW VIDEOS WERE DEVELOPED FROM INTERACTIONS BETWEEN MODULE DESIGNERS AND FACILITATORS PILOTING THE MODULES WITH TEACHERS.