Recounts how five teachers promoted discussions where students initiated their own inquiries, helped each other probe their self-initiated inquiries rather than wait for teacher follow-up questions, and responded naturally to each other rather than wait for teacher permission to speak. Notes that group response extended individual responses. (SR)

The focus in this report is the concept of what it means to "do mathematics" in the context of a group working committee of teachers and researchers committed to reforming mathematics teaching. During a regular meeting of this group of teachers and researchers, the participants explored the mathematical reasoning embedded in one…