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Facilitating Modelling Activities in a Grade 5 ClassroomManouchehri, AzitaBekdemir, MehmetYao, XiangquanClassroom interactionsDataFacilitatingGrade 5Rate of changeTeacher interventionsTeaching experimentTen hours of whole group discussions in a US Grade 5 classroom were analysed to identify teacher interventions aimed to stabilize student work on modelling tasks and the type of mathematical actions those interventions provoked. Analysis of group interactions highlights that teacher interventions impacted students’ reasoning, structuring, and mathematizing processes. These processes corresponded to the stages of the modelling cycle, including interpreting, structuring, working mathematically, and validating ideas. © 2020, Springer Nature Switzerland AG.Springer Science and Business Media B.V.2020Book Chapterhttps://rdlopen.rawdatalibrary.net/r/ebyu/13907https://doi.org/10.1007/978-3-030-37673-4_172211-4920enInternational Perspectives on the Teaching and Learning of Mathematical Modellinginfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/bookParthttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/13907