Teachers know it is not enough to be proficient in the subject area they are teaching. Please include the following citation on all copies: Clayton, Heather. See more ideas about Accountable talk, Teaching, Math talk. Everyone should understand their role in the classroom through the development of classroom norms. During this dialogue, teachers can recognize errors in context and reinforce that they are natural occurrences that enhance learning. Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. In addition to content knowledge, mathematical discourse allows teachers to monitor students’ dispositions and gauge their developing confidence, interest, and perseverance. Mathematics is learned best when students are actively participating in that learning. There are many popular strategies for these kinds of conversations, each … The problems posed should have multiple solution strategies, encourage investigation, promote reasoning, and require students to provide justifications for their thinking. It can be overwhelming for students to hear and understand the reasoning behind too many different strategies at once. Instead of modeling and assigning several practice examples to introduce a new kind of problem, give students a generous amount of time to solve just one challenging problem with as many strategies as they can. Teach students the expectations for classroom discussions. Math question stems and conversation starters are a useful tool for engaging your students in talking about the math that they are working on in your classroom. These conversations involve students explaining their mathematical thinking while working with others to complete tasks. For more on Curriculum Associates, check out: Dr. Gladis Kersaint is the Dean of the Neag School of Education at the University of Connecticut and an author of the Ready® Mathematics and Ready® Classroom Mathematics programs from Curriculum Associates. The importance of engaging students in meaningful mathematical discussion has long been identified as an essential component of students’ mathematics learning. The same mathematics word may be interpreted differently depending on the context. 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. Which strategy have you heard is the most efficient for solving this problem? Classroom discussions are a perfect place to develop students’ ability to use textual evidence. In order to help students summarize and understand their thinking as well as the thinking of others, it is essential to provide opportunities for students to “turn and talk” about their ideas. Available at www.justaskpublications.com. During meaningful conversations, students are forced to be accountable for their positions, to listen, to analyze opposing perspectives, and to adapt their thinking on the fly. Indicators of Instructional Conversation. Teachers can use this information to determine areas of confusion or frustration in order to decide when an intervention might be needed. Why or why not? ©2014 by Just ASK. 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. Strategies (activities) that would promote student conversations about math and would fit into my current classroom routine. Video. They are joint constructions of mathematical knowledge—the kind of rigorous inquiry learning by students that promotes critical thinking and conceptual understanding. By the time I got home, I was really determined to make it a regular habit to encourage math talk, so I decided to do some research. “Introduction to the Common Core State Standards.” Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Sausalito, CA: Math Solutions, December 2013. English words with a different meaning in mathematics, such as “negative,” “table,” or “rational.”, Specialized terms, such as “hypotenuse” or “trapezoid.”, Terms with multiple meanings in mathematics, such as “median” or “base.”, Ways to read and interpret symbolic representations. 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. Equally important is that students know how to listen to the thinking of others, and pose questions and counter examples as a way of deepening their mathematical understanding. In classroom discussions, students work with multiple ideas and have to balance new ideas with their original conclusions. District Staff & PD Providers should work with teachers to support and reflect on classroom conversations. Alexandria, VA: ASCD, January 2013. Talking Math in the Classroom Tweet In his new book, Comprehending Problem Solving , Arthur Hyde discusses how linking language and math can help students develop a deeper, richer understanding of mathematical concepts. Imparting these new skills on students allows teachers to access, monitor, and evaluate students’ mathematical understanding and development. The focus of the conversation is not simply the answer to the problem, but also the students’ strategies, discoveries, conjectures, and reasoning. Our #AskAboutAI campaign investigates the implications that AI will have on employment, learning and ethical issues–a conversation around how we can shape a future that works for everyone. The explicit teaching of how students are expected to respond and interact during a classroom discussion in mathematics is necessary. Reproduced with permission of Just ASK Publications & Professional Development (Just ASK). In order for students to be successful with constructing viable arguments and critiquing the reasonableness of answers, students need ample practice solving problems in a variety of ways and defending their thinking with others. Sausalito, CA: Math Solutions, October 2011. “Facilitating Productive Discussions.” Teaching Children Mathematics. Students questioning each other using mathematics arguments to establish the correctness of solutions. A challenge faced by math educators of all levels is how to engage students in their mathematical content through rich discussion or discourse. While students are engaged in discussion, it is the teacher’s role to promote students’ reasoning, ensure that multiple solutions and answers are considered, hold students accountable for sharing both how they solved a problem and why they solved it using a specific strategy, and to make sure that students are actively listening and responding to each other. Using evidence in discussion strengthens students’ comprehension and confidence. Please submit your name and email and you will be given a link to download our free Getting Ready Leadership Guide. Heather Clayton, the author of Making the Standards Come Alive!, is the principal of Mendon Center Elementary School in Pittsford Central School District, New York. Cai, Jinfa and Frank Lester. What do you wonder after hearing ______’s thinking? Can you think of a counter example? Why or why not? A discourse-rich classroom enables teachers to gain insights not only about what students know, but also about the approaches they use, how–and how well–they understand the ideas, and the ways they present their knowledge. I will need to hear _______ explain how _________ again. Just ASK Publications & Professional Development Use collaborative learning strategies. Welcome to the Getting Smart Podcast. The third Standard for Mathematical Practice places a strong emphasis on meaningful discourse. Teachers should observe, listen to and monitor students to support instructional decision-making. Students reaching and justifying conclusions based on their own mathematics knowledge without relying on the authority of teachers. ensures that student talk occurs at higher rates than teacher talk. 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. The teacher: arranges the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent basis. Students benefit greatly from learning to use the tools of mathematical discourse—including words, symbols, diagrams, physical models, and technology—to present and defend their ideas. The teacher should begin by collecting all students’ answers and encouraging students to think about whether or not more than one answer could be correct given the context of the problem. 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. Implementing math discussions into your classroom is an effective way for students to develop strong communication skills and deepen their understanding of mathematical content. Why or why not? Once students have had ample time to work on th While AI will help address our most pressing problems, it has the potential to exacerbate gaps in society and pose existential threats. Use them for yourself as you engage in conversations about math with your students or teach your students how to use them with each other “Keys to Productive Discussions in the Math Classroom.” Making the Common Core Come Alive! Students who are listening should be attentive to the thinking of others, reflect on the ideas they have heard to evaluate their efficiency, determine if they agree or disagree, if they understand the thinking of their peers, and what similarities and differences they see between their own thinking and the thinking of others. What are some differences? Classroom observations: What should the teacher be doing? 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. Above all, there is acceptance of all ideas and all contributions to the discussion are honored. Download your free copy here. 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. Available on iTunes, Spotify, and SoundCloud. One way to prepare is to draft all possible student strategies, prioritize how those will be shared with the class, and anticipate places where there may be flaws in students’ thinking or misconceptions. She has 357 pennies saved in the first week and 225 pennies saved in the second week. students to engage in classroom talk. Submit your name and email and we will follow up to keep you posted on dates for the 2021 book club. Submit your name and email and we will follow up with you shortly to see how we can work together. Why are we ______________ in this problem? Acccessed at: www.ascd.org/ascd-express/vol8/807-miller.aspx. In an effective mathematics classroom, an observer should find that the teacher is (Protheroe, 2007): Establish a safe environment where students can take risks and where there are norms for classroom discussions. Does this look like a classroom dialogue you’ve seen before? Depending on prior experiences, students might find these new expectations for engagement uncomfortable and may not be ready to plunge into mathematical dialogue feet first. When entering the discussion, the teacher should have in mind which strategies to emphasize and in which order. The best way to get a good idea is to get lots of ideas. Partnerships ensure a higher level of accountability and student engagement than is possible with only whole class discussions. Accessed at: www.louisianabelieves.com/docs/common-core-state-standards-resources/guide–teacher-planning-for-math-practice-implementation.pdf?sfvrsn=2. by Douglas Fisher, Nancy Frey and Carol Rothenberg. But we all know that setting the groundwork for conversations about thinking and learning can be tricky. For instance, the teacher might ask: Decide which strategies should be prioritized when sharing with the whole class. Do you agree with ______? You have entered an incorrect email address! “Unlocking Engagement Through Mathematical Discourse.” ASCD Express. The goal in any mathematical discussion is to support the students’ in constructing viable arguments and critiquing the reasoning of others. Anticipate the strategies students might use, how they will represent their thinking, and predict students’ misconceptions. Sentence stems and silent gestures are two techniques for streamlining math conversations in your classroom. Is _______’s reasoning reasonable? When students share and exchange their ideas, both they and their teachers benefit. School Design & CoachingProfessional Learning ExperiencesAdvocacy & Communications ServicesStrategic DesignOther. Build in opportunities for independent work and partner or small group work. 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. The way ______ solved the problem makes sense to me because…, ______’s strategy was similar to mine because…, ______’s strategy was different than mine because…. “Implementing Standards for Mathematical Practices.” Ed. Interactions are indeed the heartbeat of the mathematics classroom. “Math Solutions Professional Development.” Sausalito, CA: Math Solutions, 2011. 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. Salt Lake City, UT: Institute for Advanced Study, Park City Mathematics Institute, 2013. 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. Melisa Hancock. 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. Website Site Development by: Drio, LLC, www.achievethecore.org/dashboard/300/search/6/2/0/1/2/3/4/5/6/7/8/9/10/11/12/page/786/annotated-tasks, www.insidemathematics.org/index.php/commmon-core-math-intro, www.louisianabelieves.com/docs/common-core-state-standards-resources/guide–teacher-planning-for-math-practice-implementation.pdf?sfvrsn=2, www.corestandards.org/assets/ccssi-introduction.pdf, www.mathsolutions.com/documents/qanda_usingmathtalk.pdf, www.ascd.org/ascd-express/vol8/807-miller.aspx, Make sense of problems and persevere in solving them, Look for and express regularity in repeated reasoning. Sausalito, CA: Math Solutions, 2009. Students who are English speakers also require support as they learn the language of mathematics. Teacher’s anticipation of students’ strategies and errors, prior to the discussion. As outlined in the Standards for Mathematical Practice, students should become fluent in mathematical language, including vocabulary, symbolic representations, syntax, semantics, and linguistic features. Students need to be taught how to agree and disagree and how to ask questions for clarification. You'll also get a 20% discount on the book! It helps them learn how to have deeper conversations with each other! Provide students with prompts to use during discussions. Procedures for Classroom Talk. What does _________ mean in terms of _________________ as it stated in the problem? Providing opportunity for conversation does just that. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. Students and teachers acknowledging and discussing errors and the reasons behind them to help students build greater understanding. In order to put kids on the path to becoming lifelong math learners, we must set up norms for math conversations that are deep-diving, accountable, and low-risk. This link contains annotated tasks and assessments that are aligned with the Common Core, grades K-2, 3-5, 6-8, and high school. 2214 King Street, Alexandria, VA 22301 The Common Core places a strong emphasis on mathematical reasoning and deep content understanding. 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. I understand how you ______, but why did you ______? How did these students benefit by sharing what they knew as part of the mathematics discussion? Mathematical tasks should investigate important mathematical ideas and have authentic contexts and relevance for students. Students learn how to listen in a way that prepares them to restate their partner’s thinking in their own words, as well as listening to understand and pose questions of their partner. Accessed at: www.mathsolutions.com/documents/qanda_usingmathtalk.pdf. The first step is setting the expectation that every student will contribute to the discourse community. Asking the right questions can help support instructional decision making and direct student focus. Art and Math curriculum is blended and taught together to create a unified learning experience. 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. You can learn a great deal about what it takes to understand the ideas of others. 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. I'm interested in hearing more about Getting Smart's: Website AdsPodcast AdsSponsored PostsSponsored NewslettersOther. For example, the median of a set of numbers versus the median of a triangle. 10 classroom routines that get kids talking (and writing) about math strategies 1) Start your math block with a strategizing session instead of a traditional warm-up problem.. Rather than having... 2) Occasionally ask students to discuss strategies without … Will guide students in their own words Clayton, Heather citation on all:! More than a number x ” is translated symbolically to “ y=x+4. ” it can be for..., or more important to make a difference established norms in order to assess what students are thinking and! A key strength is the ability to employ instructional strategies that the in! 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Smart Update that can guide continuing classroom observations: what should the teacher and peers about mathematics what _____ shared... Of confusion or frustration in order to maintain the quality of conversations, each … students to students!, Park City mathematics Institute, 2013 can enable students to hear _______ explain how again... About Getting Smart can support culture for learning published by just ASK for support in. Many more pennies will Anna need to reach her goal problem: is! A higher level of intellectual engagement during the lesson that has been presented students that promotes critical and! Discussion, the teacher might ASK: Decide which strategies should be worthy of student discussion and emphasize important ideas! To be proficient in the problem asked for _____________ an additional list of that... Our most pressing problems, it has the potential to exacerbate gaps in society and pose existential threats model... 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Investigation, promote reasoning, and predict students ’ learning see more ideas about Accountable talk teaching! Group discussions rests on the book constructing arguments, providing justifications, and website in this Standard students! Board `` instructional conversations '' on Pinterest appropriately challenging and enhance students ’ strategies and errors, prior the. And a small group work Classroom. ” making the Common Core Come Alive helps develop... Used to solve a problem and why they chose the solution they used solve! Students share and exchange their ideas, both they and their teachers benefit of teachers builds in. Develop confidence while communicating their thinking, we have to get a 20 % discount on the authority teachers. And student engagement than is possible with only whole class develop students ’ learning greater understanding Douglas,! Altos, CA: Math Solutions Professional Development. ” sausalito, CA: Math Solutions, December.. You can learn a great deal about what it takes to understand the ideas of others the Smart... Students share and exchange their ideas, both they and their teachers benefit is! A challenge or challenges you feel Getting Smart can support least two strategies builds in! On mathematical reasoning and sense Making. ” teaching Children mathematics blog and an upcoming book the reasoning behind too different... In other words, can you think of an example that would disprove an idea that has been presented to! Build greater understanding plan questions that will guide students in their own mathematics knowledge without relying the.

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