Session 104: Promoting Mathematical Discourse from the Math Summit 2014
2014-08-05T12:51:01.000-04:00 11 . Mathematics Teacher, 101(4), 285-289. <> uuid:23463154-0452-4e47-8041-c44d83e749cf 833 0 obj Proficiency in academic language in all content areas is key to learning and achievement. – Active engagement with math ideas mathematical competencies and identities – Quality mathematical experience What? [null null null null null 202 0 R null null null null 203 0 R null null null 204 0 R 205 0 R 206 0 R 207 0 R 208 0 R] With strategic instruction around what academic discourse sounds, looks and feels like, it can be a useful tool that enriches all classroom interactions and facilitates deeper learning and retention. Demonstrate how to use effective questioning techniques to engage students in rich mathematical discourse. Mathematical tasks should investigate important mathematical ideas and have authentic contexts and relevance for students. Section 2: Discourse around a Rich Problem (Slides 12–15) endobj [null null null null null 795 0 R null null null null 796 0 R null null null 797 0 R null null null null null 798 0 R null null null null 799 0 R null 800 0 R 801 0 R 802 0 R] In addition, Webb and colleagues have argued that ... help when it is requested is very important if the help is to be effective in facil-itating students’ learning. 175 0 obj In classrooms where there is high-quality mathematical discourse, teachers and students ask challenging and thought-provoking questions, and there is skillful facilitation of meaningful discussions focused on the mathematics. Webb’s DOK is a powerful tool that can help you evoke complex thinking processes during discourse. This article is available to members of NCTM who subscribe to
178 0 obj Wake County Schools endobj Students can make conjectures, link prior knowledge to current understanding… endobj 196 0 obj 4 2 5 1 0011 0010 1010 1101 0001 0100 1011 Overview of Session Introduction to Mathematics Discourse Engagement with Discourse Strategies Consider implications of the work for your own school/district context DO NOT DISTRIBUTE OR QUOTE WITHOUT PERMISSION 2. Further, the complex negotiation of math-talk in the classroom requires Examples of student discourse and teacher-student discussions are provided. Ask questions that assess the students' learning. 181 0 obj Without proper training and resources, discourse is bound to flounder. Mathematical discourse is the verbal and written communication that is centered around deepening thinking about and making sense of mathematics. Use and connect mathematical representations. students represent, think, talk, question, agree, and disagree in the classroom. 2014-08-12T11:23:09.924-04:00 Kazemi and Stipek (1997) found that some inquiry-based classrooms, described as low-press, are still not effective in facilitating student discourse because they focus Effective strategies for teaching students with difficulties in mathematics. endobj endobj Meaningful discourse includes an element of debate and is an interactive, dynamic, and inclusive strategy with the intent of developing particular mathematical concepts or practices. using a variety of tools to reason, make connections, solve problems; communicating, and make convincing arguments of particular representations, procedures, and solutions. Lesson study models incorporate characteristics that can facilitate effective professional learning, i.e. This article illustrates how research about mathematical discourse can be translated into practice. Mathematical Discourse: Let the Kids Talk! Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. 2014-08-05T12:50:27.000-04:00 endobj Use a flexible seating arrangement that allows students to … Mathematics Teacher: Learning and Teaching PK-12, Journal for Research in Mathematics Education, Every Student Succeeds Act - ESSA Toolkit, Let's Talk - Promoting Mathematical Discourse in the Classroom. 177 0 obj As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. About; Contact; Welcome To Our Site. [null null null null null 242 0 R null null null null 243 0 R null null null 244 0 R null null 245 0 R null 246 0 R] Benefits of Classroom Discourse. endobj Promoting Mathematical Discourse: Home. COVID-19 Self-Care Resources Resources for teachers, parents, and students to help deal with stress and changes during the pandemic; Social-Emotional Development Discover the importance of social-emotional learning and activities to promote empathy in the classroom; Teacher Well-being Best practices for resiliency and self-care for teachers; Trauma-Informed Practices in Schools Strategies … <>stream
Call on students by name to invite them to contribute. Laura.Maroglou@sas.com Create a classroom environment that fosters rich mathematical discourse. In earlier posts in this series, we’ve discussed engaging tasks, the importance of problem solving strategies and creating a trusting classroom environment. promoting purposeful discourse teacher research in mathematics classrooms Nov 16, 2020 Posted By Seiichi Morimura Publishing TEXT ID 073267d8 Online PDF Ebook Epub Library 9780873536219 books amazonca promoting purposeful discourse teacher research in secondary math classrooms mirra amy cirillo michelle amazonsg books promoting learning how to teach discourse by using discourse helps the prospective teacher learn effective teaching strategies and how students will respond. Stein, C. C. (2007). endstream In discourse-rich mathematics classes, students explain and discuss the strategies and processes they use in solving mathematical problems, thereby connecting their everyday language with the specialized vocabulary of mathematics. 202 0 obj Develop strategies for promoting mathematical discourse in a variety of classroom situations. <> Stein, C. C. (2007). Monitoring. 9,10 . aware of the impact discourse had in shaping students’ thinking and thus often implemented strategies that supported these efforts. endobj Asking good questions and promoting discourse is an integral part of the teaching and learning in a classroom. A set of 100 questions that can be incorporated into mathematics instruction — created by the Neag School Dean Gladis Kersaint, who serves as an advisor for Ready® Mathematics — have been made available online as free infographics. The formal statement that accompanies this teaching practice is: “Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments” (Principles to Actions, p. 29). When to use. As students learn to make and test conjectures, question, and agree or disagree about problems, they are learning the essence of what it means to do mathe- matics. Productive mathematical classroom discourse can facilitate the development of children’s mathematical thinking (Davis, 1997, Kazemi, 1998, Knuth & Peressini, 2001, Lo & Wheatley, 1994, Martino & Maher, 1999; NCTM, 1991, NCTM, 1996; Pirie, 1996).Research on classroom discourse often cites the NCTM (1991) recommendations that mathematics teachers initiate and orchestrate discourse by … The National Council of Teachers of Mathematics, 1-2. Don't miss outjoin now or upgrade your membership. 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