Sentence examples for shared conjectures from inspiring English sources

As students shared conjectures that distinguished between diagonals and angle bisectors, Tina said that she would work to emphasize the distinction; she said, 'Because half the class is going be thinking "diagonal"' (TMW111506, 43, 1201).

While students are sharing and discussing their conjectures, the teacher has the opportunity to choose which students share conjectures, which conjectures get shared, and how students interact with each other's conjectures.

We see this through how teachers frame their concern with which students would share conjectures, how students would make sense of each other's conjectures, and how students would better understand their conjecture through discussing other students' conjectures.

The majority of participants' descriptions of students related to sharing conjectures reflect a concern that students in the class will have difficulty making sense of the conjecture that is shared.

After the student has shared his conjecture, the teacher oversees the discussion of the conjecture, either through sharing her own comments or by asking the class to share their comments.

Students then listen to each sample again, share their conjectures with the class, and learn the correct country of origin from their teacher.

Participants' discussed students sharing their conjectures using only five descriptions across four intervals.

In response to a student who overgeneralized from the case of a square, Tina planned to ask a second student who made a conjecture about rectangles to share their conjecture to contradict the first student's claim.

We end by sharing a conjecture about how teachers' perception of students' work in conjecturing task might inform the exchange teachers need to make of students' work on conjecturing tasks for claims that students have learned a bit of the geometry curriculum.

Participants describe students as having difficulty making sense of conjectures shared by others in 11 descriptions across seven intervals.

Some of participants' descriptions of students revisit the issue of misusing task resources, noting that confusion could prevent students from understanding the conjectures shared by their peers.