Selecting and sequencing for a whole-class discussion: Teachers’ considerations

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One class of problem-based lessons are those that culminate in a teacher-facilitated whole-class discussion featuring students’ solution approaches. We explore teachers’ considerations about selecting and sequencing students’ ideas for a summative whole-class discussion in this kind of problem-based lesson. We provided 42 participants, in a teacher education context, a task and a sample of solutions (correct and incorrect) to a given task. We prompted participants for which three they would select to have presented to the class, in what sequence, and why. In general, participants favored a direct model solution, an error, and an inductive solution with a geometric representation. They explained their selections and sequences in terms of structuring access for students by increasing in complexity; attending to errors; and sharing a variety of approaches. In their explanations, they placed less emphasis on mathematical connections between two solutions and rarely on connections across the set of three solutions.

Original languageAmerican English
Article number100958
JournalJournal of Mathematical Behavior
StatePublished - Jun 2022


  • Five practices
  • Japanese problem-solving
  • Sequencing and selecting
  • Teachers and teaching
  • Teaching through problem-solving
  • Whole-class discussions

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics
  • Mathematics (miscellaneous)


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