Initiating and Eliciting in Teaching: A Reformulation of Telling.

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Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Listening attentively to student ideas helps teachers to determine when to step in and out of the discussion, when to press for understanding, when to resolve competing student claims, and when to address misunderstandings or confusion (Lobato, Clarke, & Ellis, 2005).”
Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities (2014, background): “To continue to address the call by Yackel (2002), the framework allows researchers to generate cases of teacher support for collective argumentation. Shulman (1986) described case-based research literature as a powerful educational tool, because cases can be used to “illuminate both the practical an”
Teacher moves for supporting student reasoning (2018, background): “These moves can be conceived as a form of telling (Lobato et al. 2005), with the low-potential moves providing factual information or outlining the solution structure to a task.”
Revisiting Reflection: Utilizing Third Spaces in Teacher Education (2014, background): “6 See Lobato, Clarke, and Ellis (2005) for an interesting discussion of various conceptions of ìtellingî and how it might be used in the mathematics classroom.”