fostering rich discussions in math

Rich Classroom Discussions in Math

4:00 pm eastern timeMay 16, 2013

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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 mixedsocio

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)


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Math Discussions: Important and Difficult

Emphasized:NCTM Focal PointsLeading ResearchersCommon Core Standards

Common Core Standards for Mathematical Practice1. 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.


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


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.


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


Video of an Opener

Look for these talk moves:• Wait Time• Reasoning through Think, Pair, Share• Adding On


The Opener Continues

Some qualities of good classroom dialogue:• Independent student thinking• Sharing with other students• Connecting ideas

Note the classroom culture.


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.


Outcomes Data: Fractions with Like Numerators

Cowan Rd ES Crescent ES Austin Rd ES Pike ES Upson Lee N ES Daughtry ES0%

20%

40%

60%

80%

100%

24%

52%

26% 30%

12%4%

69%

82%72%

82%75%

87%

Comparing Fractions - Gen Ed(Common Numerators)

Gr 3-5 Griffin RESA

Pre (Sept 2012) Post (Apr 2013)

Cowan Rd ES Crescent ES Austin Rd ES Pike ES Upson Lee N ES0%

20%

40%

60%

80%

100%

14%6% 0%

13%0%

50% 55%

75%

44%

21%

Comparing Fractions - SWD(Common Numerators)

Gr 3-5 Griffin RESA

Pre (Sept 2012) Post (Apr 2013)


76%

24%

Always/ UsuallySometimes/ Rarely

Teacher Self-Assessments

76%

24%

Always/ UsuallySometimes/ Rarely

Teachers are Comfortable Teaching

Fractions

Teachers are Utilizing the 5 Talk Moves

Results of the Pilot


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


Analyzing an Opener

Teacher behaviors:• Knowledge of the language in the Common

Core• Employing talk movesStudent behaviors:• Using precise

language• Explaining their

reasoning


Students use Precise Language


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 pagesJeremiah 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


Multiplication of Fractions – Deep Learning

Rich Discussion Points

The story problem and paraphrase

Models

Equation


Multiplication of Fractions – Results


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


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.


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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





Contact Information

Mary Elizabeth [email protected]

Connie [email protected]

Conceptua [email protected]

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mailto:[email protected]

http://www.conceptuamath.com/


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