- Which of the potential challenges raised by the authors do you feel is the most common for co-teachers? Why?
- How can differences in teaching philosophies between co-teachers be addressed during shared planning time?
- How can the components of number sense be utilized to make connections to higher-level mathematics concepts?
- What does the author mean when she states that number sense is “not a progressive model wherein once one wedge is taught it is then seen as review material”?
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