Classroom discussions are a perfect place to develop students’ ability to use textual evidence. Chapter 5. Teachers need to monitor progress as students engage in mathematics discussions, supporting them as their mathematical knowledge grows and they become more skilled at expressing ideas coherently and using vocabulary, syntax, and semantics precisely. Show Notes. In this standard, students are expected to construct viable arguments and critique the reasoning of others. This strategy is instrum… See more ideas about Accountable talk, Teaching, Math talk. The process of making meaning from language. The goal in any mathematical discussion is to support the students’ in constructing viable arguments and critiquing the reasoning of others. “Why Is Teaching With Problem Solving Important to Student Learning?” Reston, VA: National Council of Teachers of Mathematics, 2010. All rights reserved. “Math Solutions Professional Development.” Sausalito, CA: Math Solutions, 2011. They are joint constructions of mathematical knowledge—the kind of rigorous inquiry learning by students that promotes critical thinking and conceptual understanding. Is _______’s reasoning reasonable? Does this solution make sense given what the problem is asking? There are many popular strategies for these kinds of conversations, each … Because I am still trying to improve Math Talk in my classroom daily, I … In addition to content knowledge, mathematical discourse allows teachers to monitor students’ dispositions and gauge their developing confidence, interest, and perseverance. This link includes strategies for administrators wishing to engage their faculties in conversations about student talk in the classroom as a way to enhance learning. “Implementing Standards for Mathematical Practices.” Ed. Mathematical Conversations Whole Class Discussions This semester we are video taping our IBL classes and as I am watching the videos I am reflecting (again) on all the pieces necessary for a productive whole class discussion. It can be overwhelming for students to hear and understand the reasoning behind too many different strategies at once. For example, “A number y is 4 more than a number x” is translated symbolically to “y=x+4.”. What strategies do you think you could try when solving future problems. Cai, Jinfa and Frank Lester. Volume III, Issue IV, 2014. All rights reserved. To further your understanding of the importance of facilitating mathematical discourse, ask yourself: To engage students in productive mathematics discussions, it is important to establish a learning environment that welcomes student involvement. These conversations involve students explaining their mathematical thinking while working with others to complete tasks. Classroom observations: What should the teacher be doing? Teachers know it is not enough to be proficient in the subject area they are teaching. Why did you _____ when you were solving this problem? Acccessed at: www.ascd.org/ascd-express/vol8/807-miller.aspx. Why or why not? Asking the right questions can help support instructional decision making and direct student focus. By making these predictions in advance of the class discussion, teachers will have a clear sense of the critical “look-fors” as the students are working and an idea of how they wish to shape the classroom discussion. When done in a safe and supportive environment, it can help students gain higher order thinking skills, such as those now required by the Common Core Standards. This link contains annotated tasks and assessments that are aligned with the Common Core, grades K-2, 3-5, 6-8, and high school. Sausalito, CA: Math Solutions, 2009. By asking students to use the context of the problem when determining their solutions, they are more likely to have solid reasoning for why they solved the problem in the way that they did. The way ______ solved the problem makes sense to me because…, ______’s strategy was similar to mine because…, ______’s strategy was different than mine because…. Mathematics is learned best when students are actively participating in that learning. What do you wonder after hearing ______’s thinking? In addition, they must have ample opportunities to use the language of mathematics as they engage in various forms of communication. Interactions are indeed the heartbeat of the mathematics classroom. They also examine understandings and misconceptions revealed during classroom discussions and adjust lesson plans accordingly. Where are the original numbers in the problem? “Introduction to the Common Core State Standards.” Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Submit your name and email and we will follow up with you shortly to see how we can work together. Plan questions that will guide students in answering both how they solved a problem and why they chose the solution they used. Available on iTunes, Spotify, and SoundCloud. Use children's natural creativity. Sentence stems and silent gestures are two techniques for streamlining math conversations in your classroom. While the content of this issue is aligned with mathematics and specifically the Standards for Mathematical Practice , there is relevance for facilitating meaningful classroom discussions in all content areas and grade … Why? As outlined in the Standards for Mathematical Practice, students should become fluent in mathematical language, including vocabulary, symbolic representations, syntax, semantics, and linguistic features. Teachers must ease the transition to a dialogue-rich mathematics classroom and prepare students to engage in such discussions. For example, the median of a set of numbers versus the median of a triangle. Discourse allows students to practice precision in multiple areas, including: Teachers support mathematical language development by asking key questions and encouraging students to ask for clarity. The first step is setting the expectation that every student will contribute to the discourse community. Far more productive, however, is more a thoughtful approach to student engagement that encourage a productive dialogue, as seen in the example below. Miller, Kirsten. Facilitate the sharing of strategies with the whole class. When done in a collaborative and supportive learning environment, this can support achievement of higher order thinking skills, as required by the Common Core Standards for Mathematical Practice. Welcome to the Getting Smart Podcast. Sentence Stems. Students can make conjectures, link prior knowledge to current understanding, reason about mathematics, refine and amend their approaches, and take ownership of their mathematical knowledge. Meaningful math conversations are more than just exchanges of ideas. Why did the teacher ask another student to restate what James said? It’s been a beneficial activity and helps students develop confidence while communicating their thinking. When you begin to transform your classroom environment from lecture to conversation, you will probably see looks of confusion, the shaking of heads, and some frustration. Carefully crafted questions such as the following can help guide these discussions: In summary, how successfully a teacher facilitates a discussion drives how mathematically rigorous the work is for students. Students encouraged to use a variety of approaches to convey their knowledge and solution strategies, including oral presentations; written explanations; and physical, graphical, pictorial, or symbolic representations. She explains how talking like mathematicians can enable students to be stronger mathematical thinkers. Math is everywhere in the Pre-K classroom! Why did the teacher allow students to evaluate the correctness of Julie’s answer? From the tall towers that children are building in the block center, to the rectangular shapes of their cubbies, to the number of crackers everyone eats during snack, opportunities abound to talk about number, shape, spatial relations, measurement and pattern. Hintz, Allison. Classroom Videos These videos were created to provide classroom teachers a vision of how the curriculum might play out in the classroom and to stimulate their curiosity about promising classroom practices that engage students in rich and deep mathematical conversations. This gives students practice constructing arguments, providing justifications, and critiquing the thinking of others. Procedures for Classroom Talk. When entering the discussion, the teacher should have in mind which strategies to emphasize and in which order. Mathematics as they learn the language of mathematics and errors, prior to the discourse community work.. First step is setting the groundwork for conversations about Math and would into! Promote student conversations about Math and would fit into my current classroom routine level of intellectual engagement during the.. The right conditions for these kinds of conversations, each … students to evaluate correctness. 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