"That's Where I Sit!": A Slow Reveal of the Coordinate Plane.
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| Title: | "That's Where I Sit!": A Slow Reveal of the Coordinate Plane. |
|---|---|
| Authors: | Joswick, Candace1, Williams, Linda Krauser2, Felton-Koestler, Matt3 |
| Source: | Ohio Journal of School Mathematics. Spring2026, Vol. 102, p84-90. 7p. |
| Subject Terms: | *Mathematics education (Middle school), *Learning strategies, *Student engagement, *Mathematics education, Cartesian plane, Hypothesis |
| Abstract: | Slow Reveal Graphs are an instructional routine designed to promote sense making by gradually unveiling components of a graph and inviting students to notice, wonder, hypothesize, and revise their thinking. While typically used to support data literacy, this paper describes how a middle school mathematics teacher adapted the routine to deepen students' conceptual understanding of the coordinate plane. In "That's Where I Sit!" the teacher transformed her classroom seating arrangement into a coordinate grid and used a slow reveal sequence to introduce coordinate points incrementally. As students engaged with the unfolding image, they reasoned about the meaning of the dots, identified axes and quadrants, and connected abstract coordinates to their physical locations in the classroom. Classroom dialogue illustrates how the routine supported mathematical discourse, normalized conjecture and error, and strengthened connections between mathematical representations and students' lived experiences. The activity positioned students as active sense makers while supporting the Standards for Mathematical Practice, particularly reasoning abstractly and quantitatively and constructing and critiquing arguments. The paper concludes with practical guidance for designing and implementing slow reveal routines beyond data analysis, offering teachers concrete strategies for adapting the routine to other mathematical topics to foster engagement, discussion, and conceptual understanding. [ABSTRACT FROM AUTHOR] |
| Copyright of Ohio Journal of School Mathematics is the property of Ohio Council of Teachers of Mathematics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194541055 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194541055 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 84 Subjects: – SubjectFull: Mathematics education (Middle school) Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Cartesian plane Type: general – SubjectFull: Hypothesis Type: general Titles: – TitleFull: "That's Where I Sit!": A Slow Reveal of the Coordinate Plane. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Joswick, Candace – PersonEntity: Name: NameFull: Williams, Linda Krauser – PersonEntity: Name: NameFull: Felton-Koestler, Matt IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725986 Numbering: – Type: volume Value: 102 Titles: – TitleFull: Ohio Journal of School Mathematics Type: main |
| ResultId | 1 |
