Based on the teacher’s observations during Kikan-shido, he or she carefully calls on students to present their solution methods on the chalkboard, selecting the students in a particular order. The order is quite important both for encouraging those students who found naive methods and for showing students’ ideas in relation to the mathematical connections among them. In some cases, even an incorrect method or error may be presented if the teacher thinks this would be beneficial to the class. Once students’ ideas are presented on the chalkboard, they are compared and contrasted orally. The teacher’s role is not to point out the best solution but to guide the discussion toward an integrated idea.
(Shimizu 1999, p110)