MATHEMATICAL DISCOURSE

Gary S. Thomas, Ed.D.Superintendent

Education Support Services

MATHEMATICAL DISCOURSE

Daily Instruction1



Objectives

• Modeling Discourse Activities• Assessing Discourse


Education Support Services “We Learn…

10% of what we read20% of what we hear30% of what we see

50% of what we see and hear70% of what we discuss

80% of what we experience 95% of what we teach others.”

-William Glasser



Silent Debate

• Find your elbow partner: • One is “pro” the other “con”• Each pair has one pencil and one sheet of

paper• A topic is given and the “pro” goes first• The “pro” make a supportive statement in

writing• The “con” reads the statement and then

writes a comment against the topic



Silent Debate

• The adoption of the common core state standards will lead to discourse in math classrooms.

3 minutes



Math Verbs

’97 Standards Verbs• solve, demonstrate, understand

CCSS Verbs• explain, describe, justify, summarize

6



Language in Mathematics

7

’97 Standards

47 Discourse Standards

43 Content K – 6th

4 Content 7th - HS

CCSS

108 Discourse Standards

89 Content K-12

11 Cluster Headings K-12

8 Standards for Mathematical Practice



Mathematically proficient students…

– … justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.

– …able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

– …try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose... (CCSS)



Framework

• Instructional Strategies– Using Discourse in the Mathematics

Classroom– Writing

• see student thinking– Number / Math Talks, Parrish –

• creating an argument• defending thinking

– 5 Practices for Orchestrating Productive Mathematics Discussions. Smith and Stein • Role of the teacher



Whip Around

–Everyone at the table makes brief comment about the video.

–Everyone gets to speak before you can speak again.



Discourse in the classroom

• Setting the Stage• Funneling• Incorrect Solutions• Management Strategies• Assessing Teacher Questions



Setting the Stage

• Messages about tasks, learning and expectations for students

• Relationships with the teacher• Relationships among students• Rules and management structures



Give One Get One

• Read one of the three excerpts from the articles provided

• Record three ideas to share related to the article you read.

• Circulate and share ideas: for every idea given you receive one idea in return.

• Record the new ideas on your paper• Bring it back to your team to share.



Assessing Discourse



Classifying Discourse

• Read thorough the classroom discussions in the packets on your table

• Match the discussions with the table



Classroom Video

• Model of discourse• What did you notice if the video about

the discourse?



Math Talk When Explaining

I can sayWhen asking questions

I can sayWhen needing help

I can sayI got my answer by….

This is the strategy that I used

First I, then I….finally I….

I think I am right because

I got a different answer

This is what I did….

How did you get that answer?

How did you know your answer was correct?

How do you know it’s true?

Can you tell me how you got that?

I don’t quite understand

I’m not sure about ____

Can someone explain that again to me

please?

Who gets it, cause I’m still confused?

Who can help me?

Dr. Ed D’Sousa, Secondary Director, Rialto USD



Reciprocal Teaching

• In pairs, Student A pretends that Student B was absent and explains a concept from today.

• Switch roles and continue.



Contact

• Michele Lenertz • PreK-6 Mathematics Coordinator

– [email protected]

• Jeff Burke• Secondary Mathematics Coordinator

– [email protected]

Documents

MATHEMATICAL DISCOURSE