endobj Mathematics Teacher, 101(4), 285-289. Asking better questions can open doors for students, promoting mathematical thinking and discourse. [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] 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. 2014-08-12T11:23:09.924-04:00 Proficiency in academic language in all content areas is key to learning and achievement. Adobe PDF Library 11.0 This, in turn, develops the habits of mind suggested by the Standards for Mathematical Practice. See some tips below on how to get started: Observe another teacher. Introduction . 176 0 obj [null null null null 542 0 R null 543 0 R null] 199 0 obj Mathematics is not about remembering and applying a set of procedures but about developing understanding and explaining the processes used to arrive at solutions. Promoting strategic competence through meaningful problem-solving investigations x Students in the middle grades are experiencing important crossroads in their mathematical education. It is worth your time! students represent, think, talk, question, agree, and disagree in the classroom. 177 0 obj Math involves a variety of academic terms essential to understanding math concepts. When to use. Webb’s DOK is a powerful tool that can help you evoke complex thinking processes during discourse. Without proper training and resources, discourse is bound to flounder. and lack of sustained professional development opportunities also make teachers reluctant to adopt math-talk strategies. Discourse can be used at any time during a unit of work. null Classroom Environment. “it is sustained over substantial periods of time, collaborative within mathematics departments/teams, informed by outside expertise, evidence-based, research-informed, and attentive to the development of the mathematics” (Wake et al. Discourse in mathematics instruction refers to the verbal interchange of ideas – both written and oral ways of representing, thinking, and communicating – that teachers and students use as they perform mathematical tasks. Promoting Mathematical Discourse: Home. 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. In a math circle, teachers facilitate small groups of students who are engaging in short, culturally responsive-sustaining inquiry learning tasks, using mathematical vocabulary and problem-solving strategies. Demonstrate how to use effective questioning techniques to engage students in rich mathematical discourse. <>]/Lang(EN-US)/P 771 0 R/Pg 3 0 R/S/Link>> Cite evidence and use reasoning to support the claim that an unknown liquid is a mixture. Math Summit 2014 Sidney Fox. Try Think-Pair-Share. <>

**Session 104:** Promoting Mathematical Discourse from the Math Summit 2014

185 0 obj A challenge faced by math educators of all levels is how to engage students in their mathematical content through rich discussion or discourse. The National Council of Teachers of Mathematics, 1-2. How can you tell? <>stream
Mathematical discourse is the way students represent, think, talk, question, agree, and disagree in the classroom. 191 0 obj This is reflected in the Common Core State Standard for Mathematical Practice #1 “Make sense of problems and persevere in solving them.” In addition, discourse makes our thinking public and allows us to negotiate what we mean with others. Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. Laura.Maroglou@sas.com endobj By reflecting on how a critical … using a variety of tools to reason, make connections, solve problems; communicating, and make convincing arguments of particular representations, procedures, and solutions. [null null null null null 361 0 R null null 362 0 R null 363 0 R null 364 0 R null 365 0 R null] 2014-08-06T10:42:00.000-04:00 country:us endobj Academic discourse is not something that comes easily to most students; rather, it is something that needs to be taught, modeled and recognized by both teachers and students. [null null null null null 285 0 R null null null null 286 0 R null null null null 287 0 R null 288 0 R] 197 0 obj Strategies for increasing student discourse are developed. endobj This article illustrates how research about mathematical discourse can be translated into practice. The problems posed should have multiple solution strategies, encourage investigation, promote reasoning, and require students to provide justifications for their thinking. Given a sociocultural framework of teaching and learning, argumentation and discourse become central elements of education, particularly in science education because of argumentation’s key role in scientific communities. contenttype:other-third-party [null null null null null 721 0 R null null null null 722 0 R null null null null null 723 0 R null null null null null 724 0 R null null null null 725 0 R null 726 0 R 727 0 R 728 0 R] endobj Discourse is the medium for shared sense-making within a community of learners. endobj 174 0 obj 190 0 obj [null null null null null 745 0 R null null null null 746 0 R null null null null 747 0 R null 748 0 R] You can promote discourse and stimulate student thinking through effective questioning. Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. Effective mathematics teaching engages students in discourse to advance the mathematical learning of the whole class. This article illustrates how research about mathematical discourse can be translated into practice. Create a classroom environment that fosters rich mathematical discourse. 2014-08-05T12:51:01.000-04:00 event-type:160 endobj The findings present implications as well as recommendations for mathematics researchers and educators to infuse discourse in classrooms as a way to improve students’ performance with word problems. 196 0 obj In addition, Webb and colleagues have argued that the help received is beneficial only if the student requesting it understands the explanation given and has the opportunity to apply it to solve the problem at hand. [null null null null null 399 0 R null null null null 400 0 R null null null 401 0 R null null null 402 0 R null null null 403 0 R null null null null 404 0 R null 405 0 R 406 0 R 407 0 R 408 0 R] Learning Maths through Mathematical Discourse Why? <> endobj By planning for and promoting discourse, teachers can actively engage students in mathematical thinking. endobj This booklet about effective mathematics teaching has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. endobj Well facilitated discourse begins with good questions or an engaging and focused task, is managed by the teacher to stay focused on the learning objective, and concludes with the key mathematical connections made clear to all students. Mercer (2008) states that discourse develops more creative and independent thinkers while simultaneously strengthening procedural knowledge. endobj [null null null null null 225 0 R null null 226 0 R null 227 0 R null 228 0 R null 229 0 R null 230 0 R null] •Mathematical ThinkingPractices •Mathematical TeachingPractices “Instructional routines are meant to be repeated, and this repetition makes them very effective vehicles for developing mathematical practices.” (Kelemanik, Lucenta, Janssen Creighton, 2016) Effective Teaching Strategies to Promote Student Discourse 181 0 obj application/pdf The Teaching Mathematics for Social Justice (TMSJ) research project demonstrated how teachers can challenge dominant pedagogical discourses in order to develop alternative teaching approaches that engage a wider range of students, whilst enhancing their mathematical agency and enabling them to develop powerful forms of mathematics knowledge. Were the questions effective? Students learn to critique their own and others' ideas and seek out efficient mathematical solutions. Examples of student discourse and teacher-student discussions are provided. endobj 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. Strategies and Tools for Promoting Discourse During Mathematics Problem-Solving in Online Settings: 10.4018/978-1-7998-1476-4.ch013: Inquiry-based mathematics instruction with collaborative reasoning and problem-solving necessitates opportunities for rich discourse as students make and test AgenDA: (See the following page for extended agenda.) See how we motivated students to "talk math" and deepen their understanding and learn how to implement these effective strategies in your classroom. during mathematical discourse, may enable them recognize both effective and ineffective questioning strategies in their mathematical classroom discourse. You will see, hear, and experience activities that engage diverse students in authentic mathematical discourse. [null null null null null 426 0 R null null null null 427 0 R null null null 428 0 R null null null 429 0 R null null null null 430 0 R null null null 431 0 R null null null null 432 0 R null null null null 433 0 R null 434 0 R 435 0 R 436 0 R 437 0 R 438 0 R 439 0 R] Describe the importance of developing students’ mathematical language skills. thirdparty Wake County Schools In a classroom driven by discourse, the role of the teacher is to help students develop their own thinking about mathematics. Professor of Mathematics Education Cleveland … uuid:00f8653e-065d-472b-8056-789ec12197e8 Promoting mathematics discourse in the classroom. Allocate 3 hours in the field to support this field experience. 2016, p. 245). endobj