Promoting conceptual thinking in four upper-elementary mathematics classrooms

Informed by theory and research in inquiry-based mathematics, this study ex amined how classroom practices create a press for conceptual learning. Usin g videotapes of a lesson on the addition of fractions in 4 primarily low-in come classrooms from 3 schools, we analyzed conversations that create a hig h or lower press for conceptual thinking. We use examples of interactions f rom these fourth- and fifth-grade lessons to propose that a high press for conceptual thinking is characterized by the following sociomathematical nor ms: (a) an explanation consists of a mathematical argument, not simply a pr ocedural description; (b) mathematical thinking involves understanding rela tions among multiple strategies; (c) errors provide opportunities to reconc eptualize a problem, explore contradictions in solutions, and pursue altern ative strategies; and (d) collaborative work involves individual accountabi lity and reaching consensus through mathematical argumentation.