The first step is setting the expectation that every student will contribute to the discourse community. Accessed at: www.louisianabelieves.com/docs/common-core-state-standards-resources/guide–teacher-planning-for-math-practice-implementation.pdf?sfvrsn=2. “Math Solutions Professional Development.” Sausalito, CA: Math Solutions, 2011. Phone: 800-940-5434 Fax: 703-535-8502, ©document.write(new Date().getFullYear()) Just ASK Publications & Professional Development. As Anderson tells her students: Along with establishing a rationale for mathematical discussions, it is also critical to establish expectations for respectful listening. Chapin, Suzanne, Catherine O’Connor, and Nancy Canavan Anderson. Permission is granted for reprinting and distribution of this newsletter for non-commercial use only. Some examples are below: All students are mathematics language learners, regardless of their level of English language proficiency, and discourse allows ALL students to develop mathematical language. Partnerships ensure a higher level of accountability and student engagement than is possible with only whole class discussions. District Staff & PD Providers should work with teachers to support and reflect on classroom conversations. The focus of the conversation is not simply the answer to the problem, but also the students’ strategies, discoveries, conjectures, and reasoning. Plan questions that will guide students in answering both how they solved a problem and why they chose the solution they used. Math is everywhere in the Pre-K classroom! Students need to be seated where they can see and hear the speaker, and they are expected to listen actively and be prepared to respond to the ideas of others. Students who are English speakers also require support as they learn the language of mathematics. Facilitate the sharing of strategies with the whole class. Undoubtedly, students will come up with strategies that the teacher has not predicted; however, teachers will be far more prepared to make sense of these approaches to problem solving when they have thought ahead about what students might bring to the experience. has a clear academic goal that guides conversation with students. Classroom Discussions: Using Math Talk to Help Students Learn. Is _______’s strategy an efficient way to solve this problem? They also examine understandings and misconceptions revealed during classroom discussions and adjust lesson plans accordingly. 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. Sausalito, CA: Math Solutions, March 2013. If you would like to contribute to this discussion by submitting blogs, topic ideas, relevant reports, photos and/or podcast ideas, click here to learn more. Use collaborative learning strategies. After finding an entry point and solving a problem independently, students should share their strategies with a partner or in a group, prior to sharing with the whole class. These conversations serve a variety of purposes, including diagnosing developmental growth of concepts, understanding and assessing mathematical thinking, responding to descriptive feedback, and extending personal content knowledge of math. Alexandria, VA: ASCD, January 2013. I understand how you ______, but why did you ______? Teach students the expectations for classroom discussions. The explicit teaching of how students are expected to respond and interact during a classroom discussion in mathematics is necessary. Could somebody repeat what _____ has shared in their own words? When students share and exchange their ideas, both they and their teachers benefit. In addition to drawing on their knowledge of mathematical content, teachers must also bring to classroom discussions an understanding of their students’ prior knowledge and experiences. Hintz, Allison. Students must be encouraged to use their problem-solving, reasoning,and communication skills to make conjectures, explore their own ideas and approaches, and find solutions to routine and non-routine mathematics problems. ensures that student talk occurs at higher rates than teacher talk. During this dialogue, teachers can recognize errors in context and reinforce that they are natural occurrences that enhance learning. Submit your name and email and we will follow up to keep you posted on dates for the 2021 book club. Why did the teacher ask another student to restate what James said? 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. 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 levels. Students learn from one another and value the thinking of their peers. The same mathematics word may be interpreted differently depending on the context. Provide students with prompts to use during discussions. Teachers should focus on assigning mathematical tasks that are appropriately challenging and enhance students’ learning. Cai, Jinfa and Frank Lester. In order for students to openly share their thinking and risk-making mistakes in front of their peers, it is imperative that there is a supportive classroom environment. It can be overwhelming for students to hear and understand the reasoning behind too many different strategies at once. Use children's natural creativity. To support students, teachers must help students create avision for expected behaviors and actions, prepare them for their roles by modeling or role-playing, and reinforce these behaviors consistently. by Douglas Fisher, Nancy Frey and Carol Rothenberg. Students engaging in “productive struggle” with appropriate scaffolds for support. Then, as chosen students defend their solutions and share arguments for their strategies, the teacher ensures active listening and reflection through the use of guiding questions. Determining what questions to ask, which students to call on, when to intervene and when to extend student thinking provides opportunities to understand student thinking, monitor growth and assess knowledge. What strategies do you think you could try when solving future problems. 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