Extending Ourselves: Making Sense of Students’ Sense Making

Sue Mau, Beatriz D'Ambrosio


This article discusses three solutions to the Tower of Hanoi problem offered by
students in a mathematics content course for prospective elementary school
teachers. The course uses standards-based pedagogy and teaching via problem
solving. Within this work, we consider the growth supported by collaboration at
both the students' level and the teachers' level. In each case, we offer new
understandings of algebraic representations and number systems.


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