Sharing and Working Cooperatively: Patty Ferrant doesn’t view the “correct answer” to be the ideal end result of cooperative and group work. On Day 19, she notes that although everyone in the group got the same answer, they were not all yet at the point of understanding why they got that answer or explaining their reasoning.

**CONSIDER:**

How can you use the “right answer” as the starting point, and not the end point, of mathematical thinking?

These videos are discussed in the Inside Mathematics guide "Supporting the Learning Community, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "supporting the learning community."

Day 2: Taking responsibility for listening in a dot talk [Polite Talk and Listening]

Day 3: Developing collaborative practices through games and hands-on tasks [Polite Talk and Listening]

Day 9: Establishing and reinforcing expectations for beginning class [Supporting the Learning Community]

Day 19: Challenging students to communicate precisely [Polite Talk and Listening]

Day 19: Using analysis of student work as a jumping-off point [Sharing and Working Cooperatively]

Day 19: Peer and group work to advance and deepen thinking [Polite Talk and Listening]

Day 19: Reinforcing supportive peer behaviors [Supporting Others]

Day 158: Opening of class routine and homework check [Supporting the Learning Community]

Day 158: Peers support each other’s learning [Sharing and Working Cooperatively]

Day 158: Students’ letters to Ms. Ferrant [Supporting the Learning Community]