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TALK MOVES Effective Communication in Mathematics

Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

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Page 1: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

TALK MOVESEffective

Communication in Mathematics

Page 2: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

What Works – Math Talk Communities

Fostering a Classroom Climate for Questioning

-teacher to student -student to students-student to teacher

Page 3: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Learning Together we Accomplish More

Page 4: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Effective Communication in the Math Classroom

Page 5: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Bansho Walls Provide Opportunities for Students to Consolidate Understanding

Page 6: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

CONSOLIDATION TECHNIQUES

Gallery WalkMath Congress

Bansho

Page 7: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Authentic Tasks Based on Key Mathematical Concepts

Page 8: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Providing a variety of materials to help students represent their solutions

Page 9: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Rich tasks allow for higher level thinking skills

Page 10: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Marian Small’s book(available in all elementary and secondary

schools)

OPEN TASKSPARALLEL TASKS

Page 11: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Using Open and Parallel Tasks: A Focus on DI

A line passes through 2 of thesepoints. What could the equation of

the line be?

Open Task

Page 12: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Four friends want to share the three chocolate bars below. How might they share so that everyone gets the same amount?

A Junior Open Task

Page 13: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Parallel Tasks

Same big idea, close in context, can be

discussed simultaneously.

Task ATask BTask C

Page 14: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Parallel Tasks: Complete either question.

Situation 1: Which group has more girls in it? Why do you think this?

Situation 2: Shelley has two dogs, Ollie and Molly. When she brought them home as puppies, Ollie weighted 3 kg and Molly weighed 4 kg. Now, Ollie weights 6 kg and Molly weighs 7 kg. Who grew more? Why do you think this?

Ollie Molly

Page 15: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Collaborative Inquiry

Page 16: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Consolidation of the lesson helps students connect

new learning

Page 17: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

A mathematics learning community provids opportunities for students to

share their thinking

Page 18: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Strategy Walls for students to access information

Page 19: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher
Page 20: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Help students explore and make sense of the patterns and relationships between the 5 strands in mathematics

Page 21: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Start with the curriculum for both content and instructional strategies

Page 22: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Rich problems allow students to develop a deeper understanding of mathematical concepts, skills and

processes

Page 23: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher

Rich problems enable students to apply their mathematical knowledge

and extend their understanding

Page 24: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher
Page 25: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher
Page 26: Effective Communication in Mathematics. Fostering a Classroom Climate for Questioning -teacher to student -student to students -student to teacher
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Bansho Wall illustrating strategies used to solve a

problem