Fostering Rich Discussions in Math

Rich Classroom
Discussions in Math
4:00 pm eastern time
May 16, 2013
Hosted by

Hosted by
www.conceptuamath.com
The Presenters
Mary Elizabeth
Mendenhall
• Professional
Development and
Project Leader in Math
• Griffin RESA, Regional
Educational Service
Agency near Atlanta
• Metro-South GLRS,
Georgia Learning
Resource Service,
special education
• Leading large Common
Core math project
• Eight
counties
• Low to
mixed
socio
Connie Laughlin
• Professional
Development Specialist
• Author, Math Coach
• Retired Middle School
Math Specialist
• Her project
• Mequon-Thiensville
School District,
Wisconsin
• Common Core focus
• High achieving, high-
socioeconomic
grouping
Arjan Khalsa - moderator
• CEO, Conceptua Math
• Taught grades K-6 from
1976 - 1983
• University instructor
• UC Berkeley
• San Francisco State
Univ.
• FOSS author (science
program)
• CEO, IntelliTools
(assistive technology for
grades pre k – 8)

Hosted by
Questions and Chats
Enter your text here, when
this field is available.
Send your questions to “All
Presenters.”
Send your chats to
“Everyone.”
Questions will be addressed at 4:30 eastern,
after the 30 minute presentation.

Hosted by
Screen Size and Volume Controls
Be ready to “maximize” the
screen to see a larger image.
Click on “restore” to return
to the standard view.
Roll over here to adjust the
presenter’s volume.

Hosted by
Math Discussions: Important and Difficult
Emphasized:
NCTM Focal Points
Leading Researchers
Common Core Standards
Common Core Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Hosted by
Productive Talk
Productive talk is classroom talk by students and
teachers that supports the development of
students’ reasoning and their abilities to express
their thoughts clearly.
Stein and Smith. 5 Practices for
Orchestrating Productive Mathematics
Discussions. 2011
Chapin, O’Connor, and Anderson.
Classroom Discussions: Using Math Talk to
Help Students Learn. 2009

Hosted by
Chapin, O’Connor, Anderson. Classroom Discussions: Using Math Talk to Help Students Learn. 2009
Productive Talk Moves
1. Revoicing: Teacher repeats some or all of what the
student has said. Students verify.
2. Repeating: Asking students to restate someone
else’s reasoning.
3. Reasoning: Asking students to apply their own
reasoning to someone else’s reasoning.
4. Adding on: Prompting students for further
participation.
5. Waiting: Using wait time.

Hosted by
Openers and Closers: Daily Math Discussions
The Lesson Sequence Employed in the
Griffin RESA Project
Opener:
• 10 – 15 minutes of discussion
• Teacher facilitated
• Activate prior knowledge
• Introduce visual models
• Introduce mathematical concepts
Guided Lesson:
• 10 – 20 minutes of student work
• Independent with teacher support
Closer:
• 5 minutes of discussion
• Teacher facilitated
• Summarize
• Check for understanding
• Link lessons to big ideas and key concepts

Hosted by
Video of an Opener
Look for these talk moves:
• Wait Time
• Reasoning through Think, Pair, Share
• Adding On

Hosted by
The Opener Continues
Some qualities of good classroom dialogue:
• Independent student thinking
• Sharing with other students
• Connecting ideas
Note the classroom culture.

Hosted by
Video of a Closer
Look for these talk moves:
• Wait Time
• Repeating
• Reasoning through Think, Pair, Share
• Adding On
Notice how comfortable the students are in
talking with one another.

Hosted by
Outcomes Data: Fractions with Like Numerators
24%
52%
26%
30%
12% 4%
69%
82%
72%
82%
75%
87%
0%
20%
40%
60%
80%
100%
Cowan Rd ES Crescent ES Austin Rd ES Pike ES Upson Lee N ES Daughtry ES
Comparing Fractions - Gen Ed
(Common Numerators)
Gr 3-5 Griffin RESA
Pre (Sept 2012) Post (Apr 2013)
14% 6% 0% 13% 0%
50% 55%
75%
44%
21%
0%
20%
40%
60%
80%
100%
Cowan Rd ES Crescent ES Austin Rd ES Pike ES Upson Lee N ES
Comparing Fractions - SWD
(Common Numerators)
Gr 3-5 Griffin RESA
Pre (Sept 2012) Post (Apr 2013)

Hosted by
76%
24%
Always/ Usually
Sometimes/ Rarely
Teacher Self-Assessments
76%
24%
Always/ Usually
Sometimes/ Rarely
Teachers are
Comfortable Teaching
Fractions
Teachers are Utilizing
the 5 Talk Moves
Results of the Pilot

Hosted by
Gaining Deep Mathematical Knowledge
• Concerned about deep knowledge
– Students can be strong procedurally. . .
– . . . but lack deeper understanding.
• Attending to precise language
– Studying math progressions in
Common Core Standards
– Adding more discourse into the
curriculum
– Daily Openers and Closers
Petit. Focus on Fractions: Bringing Research into The Classroom. 2010

Hosted by
Analyzing an Opener
Teacher behaviors:
• Knowledge of the language in the Common
Core
• Employing talk moves
Student behaviors:
• Using precise
language
• Explaining their
reasoning

Hosted by
Students use Precise Language

Hosted by
Multiplication of Fractions – Fostering
Understanding
• Students have procedural knowledge.
– 3/4 x 2/3 = 6/12
– They could multiply across without understanding
the meaning.
• Deep understanding was needed.
Real Life Situation Analyzing the Problem
Sarah wrote 3 1/2 pages in an hour and
she spent 1 3/4 hours writing her report.
How many pages long was her report?
“groups of”
1 ¾ groups of 3 ½ pages
Jeremiah mowed his lawn. The lawn was
3/5 of an acre, and he mowed 3/4 of the
lawn. How many acres did he mow?
“parts of”
3/4 part of 3/5’s of an acre

Hosted by
Multiplication of Fractions – Deep Learning
Rich Discussion
Points
The story problem
and paraphrase
Models
Equation

Hosted by
Multiplication of Fractions – Results

Hosted by
Reflecting on Lessons Learned Today
• Rich classroom discussions
• Students:
– Thoughtful
– Speaking freely
– Expressing different viewpoints
– Using precise language
• Teachers:
– Using wait time
– Revoicing
– Repeating
– Adding on

Hosted by
Strategies for Fostering
Rich Discussions
• Make sure your lesson plans incorporate rich
classroom discussion.
– Time is allocated
– A culture is created
• Teach content that is engaging.
– Visual
– Conceptual
– Real life
• Use productive talk moves.
• Study and employ the Common Core Standards
for Mathematical Practice.

Hosted by
Easy Access to Rich Classroom Discussions
Start a Classroom Pilot
We are repeating this webinar next Wednesday at 5:00 pm eastern.
https://www.conceptuamath.com/app/pilot

Hosted by
Contact Information
Mary Elizabeth Mendenhall
maryelizabeth@bellsouth.net
Connie Laughlin
laughlinconniem@gmail.com
Conceptua Math
info@conceptuamath.com

Hosted by
Questions?
Enter your text here, when
this field is available.
Send your questions to “All
Presenters.”

Fostering Rich Discussions in Math

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (18)

Semelhante a Fostering Rich Discussions in Math

Semelhante a Fostering Rich Discussions in Math (20)

Último

Último (20)

Fostering Rich Discussions in Math

Notas do Editor