Develop strategies for promoting mathematical discourse in a variety of classroom situations. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as … Create a classroom environment that fosters rich mathematical discourse. Strategies to Promote Student Discourse 91 CHAPTER 4 04-Gillies-45194.qxd 2/20/2007 1:15 PM Page 91. or her misunderstanding. Introduction . Use a flexible seating arrangement that allows students to … Call on students by name to invite them to contribute. Mathematical discourse includes the purposeful exchange of ideas through classroom … students represent, think, talk, question, agree, and disagree in the classroom. Examples of student discourse and teacher-student discussions are provided. Cognitive discourse refers to what the teacher says to promote conceptual understanding of the mathematics itself. 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. By reflecting on how a critical … endobj 2014-08-05T12:50:27.000-04:00 Webb’s DOK is a powerful tool that can help you evoke complex thinking processes during discourse. 199 0 obj Lesson study models incorporate characteristics that can facilitate effective professional learning, i.e. Underlying the use of discourse in the mathematics classroom is the idea that mathematics is primarily about reasoning not memorization. en 833 0 obj 187 0 obj endstream %PDF-1.5 %���� [null null null null null 337 0 R null null null null 338 0 R null null null 339 0 R null null null 340 0 R null null null null 341 0 R null 342 0 R 343 0 R 344 0 R] thirdparty Discourse. endobj endobj Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. learning how to teach discourse by using discourse helps the prospective teacher learn effective teaching strategies and how students will respond. endobj endobj 184 0 obj 193 0 obj Identifying “good” and/or “effective” questioning strategies is a major challenge to mathematics teachers. Our attempt here is to provide some of the resources and tutorials that will promote student discourse … They are “forming conclusions about their mathematical abilities, interest, and motivation that will influence how they approach mathematics in later years” (Protheroe, 2007, p. 52). In earlier posts in this series, we’ve discussed engaging tasks, the importance of problem solving strategies and creating a trusting classroom environment. Welcome To Our Site. [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] Associate Professor, Mathematics and Mathematics Education Cleveland State University Department of Teacher Education Julka Hall, 313 Cleveland, OH 44115-2214 Phone: (216) 687-3747 E-mail: p.wachira@csuohio.edu Roland G. Pourdavood, Ph.D. Math Summit 2014 Sidney Fox. 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. Mathematics Teacher. contenttype:other-third-party Without proper training and resources, discourse is bound to flounder. 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. endobj Mathematics Teacher, 101(4), 285-289. Students learn to critique their own and others' ideas and seek out efficient mathematical solutions. and lack of sustained professional development opportunities also make teachers reluctant to adopt math-talk strategies. Asking better questions can open doors for students, promoting mathematical thinking and discourse. Mathematics Teacher’s Role in Promoting Classroom Discourse Patrick Wachira, Ph.D. [null null null null null 579 0 R null null 580 0 R null null null null 581 0 R null null null 582 0 R null null null 583 0 R null null null null null 584 0 R null null null null 585 0 R null null null null 586 0 R null null null 587 0 R null null null null null 588 0 R null null null null null 589 0 R null null null null 590 0 R null null 591 0 R null null 592 0 R null 593 0 R 594 0 R 595 0 R 596 0 R 597 0 R 598 0 R 599 0 R 600 0 R] endobj endobj 177 0 obj See some tips below on how to get started: Observe another teacher. endobj [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] 171 0 obj sfox endobj endobj Promoting Mathematical Discourse? 179 0 obj endobj – Active engagement with math ideas mathematical competencies and identities – Quality mathematical experience What? Professor of Mathematics Education Cleveland … Describe the importance of developing students’ mathematical language skills. 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. Copyright © 2021, National Council of Teachers of Mathematics. uuid:23463154-0452-4e47-8041-c44d83e749cf [null null null null null 653 0 R null null 654 0 R null 655 0 R null 656 0 R null null 657 0 R null]

Demonstrate how to use effective questioning techniques to engage students in rich mathematical discourse. [null null null null null 778 0 R null null null null 789 0 R null null null null null null 177 0 R 771 0 R null null null null null 784 0 R null null null null 794 0 R null 788 0 R 792 0 R 783 0 R] [null null null null null 478 0 R null null null null 479 0 R null null null null 480 0 R null null null 481 0 R null null null 482 0 R null null null 483 0 R null null null null 484 0 R null null null null 485 0 R null null null 486 0 R null null null 487 0 R null null null 488 0 R null null null 489 0 R null null null null null 490 0 R null 491 0 R 492 0 R 493 0 R 494 0 R 495 0 R 496 0 R 497 0 R 498 0 R 499 0 R 500 0 R 501 0 R] 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. Stein, C. C. (2007). 204 0 obj endobj 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. Here is a list of questions from the Professional Standards in Teaching Mathematics, grouped into categories that reflect the mathematical practices. endobj You can promote discourse and stimulate student thinking through effective questioning. endobj [null null null null null 297 0 R null null null null 298 0 R null null null null null 299 0 R null null null null 300 0 R null 301 0 R 302 0 R] AgenDA: (See the following page for extended agenda.) In this workshop, we will discuss how one might implement and facilitate tasks that promote productive discussions to strengthen the teaching and learning of mathematics. 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. Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. 178 0 obj Try Think-Pair-Share. How we will spend our time.. §Teaching and Thinking Practices §Name 3 teaching strategies §Engage in mathematics §Reflect on the teaching strategies baked into the math experience §Unpack each teaching strategy and how to implement it . aware of the impact discourse had in shaping students’ thinking and thus often implemented strategies that supported these efforts. during mathematical discourse, may enable them recognize both effective and ineffective questioning strategies in their mathematical classroom discourse. Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. When to use. 198 0 obj 180 0 obj endobj Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. About; Contact; Welcome To Our Site. Math involves a variety of academic terms essential to understanding math concepts. Let's Talk: Promoting Mathematical Discourse in the Classroom. Effective mathematics teaching engages students in discourse to advance the mathematical learning of the whole class. endobj Meaningful discourse supports metacognition and teaches students how to discuss, debate, and reevaluate mathematical situations in a respectful manner (Teaching Children Mathematics, 2018). endobj The problems posed should have multiple solution strategies, encourage investigation, promote reasoning, and require students to provide justifications for their thinking. 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. endobj [null null null null null 375 0 R null null null null 376 0 R null null null 377 0 R null null null 378 0 R null null null null 379 0 R null 380 0 R 381 0 R 382 0 R] In a classroom driven by discourse, the role of the teacher is to help students develop their own thinking about mathematics. This article is available to members of NCTM who subscribe to Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. 2014-08-12T11:27:02.921-04:00 Promoting strategic competence through meaningful problem-solving investigations x Students in the middle grades are experiencing important crossroads in their mathematical education. The National Council of Teachers of Mathematics, 1-2. 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). • Demonstrate how to use effective questioning techniques to engage students in rich mathematical discourse. Stein, C. C. (2007). 172 0 obj 2 Meaningful Mathematical Discourse Classroom discourse develops students’ understanding of key ideas. 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 … Proficiency in academic language in all content areas is key to learning and achievement. 878 0 obj endobj You may also purchase this article now for online access. 2014-08-05T12:51:01.000-04:00 [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] 841 0 obj

Session 104: Promoting Mathematical Discourse from the Math Summit 2014
Discourse can be used at any time during a unit of work. endobj provides teachers with the tools they need to facilitate mathematical discourse in the 21st century classroom and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. [null null null null null 703 0 R null null null null 704 0 R null null null null null 705 0 R null null null null 706 0 R null 707 0 R 708 0 R] “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 is the medium for shared sense-making within a community of learners. The National Council of Teachers of Mathematics, 1-2. 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 Mathematics is not about remembering and applying a set of procedures but about developing understanding and explaining the processes used to arrive at solutions. Monitoring occurs as the teacher circulates during the Explore of the lesson in a CMP classroom. Mathematics Teacher, 101(4), 285-289. <> 186 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 … Students cannot learn only by being told or shown information. 202 0 obj [null null null null null 643 0 R null null 644 0 R null null 645 0 R null] 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. [null null null null null 258 0 R null null null null 259 0 R null null null 260 0 R null null null 261 0 R null null null 262 0 R null null null null 263 0 R null 264 0 R 265 0 R 266 0 R 267 0 R] 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. Mathematical tasks should investigate important mathematical ideas and have authentic contexts and relevance for students. 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. 173 0 obj The article shows two types of discourse, cognitive discourse and motivational discourse. 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