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In this three to four class session unit, novices learn to implement norms for mathematical explanations inside of group discussions. They examine a decomposition of the practice, use video to analyze practice, rehearse, and reflect. The unit aims to prepare novices both to make discourses of power explicit and to engage children in authentic mathematical discourse.
In this mini-unit, designed to supplement the eliciting and interpreting curriculum resources, novices analyze a video and a transcript to consider what is involved in introducing Number Talks to foreground mathematical practice norms, and create their own tool for reinforcing these norms with specific feedback.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education64(5), 378-386.

Teacher Education by Design. (2014). University of Washington College of Education.