Classroom Discussions: Using Math Talk to Help Students by Catherine O'Connor, Nancy Canavan Anderson, Visit Amazon's

By Catherine O'Connor, Nancy Canavan Anderson, Visit Amazon's Suzanne H. Chapin Page, search results, Learn about Author Central, Suzanne H. Chapin, , Toby Gordon

This fascinating source offers a special check out the numerous position of lecture room discussions in arithmetic educating in grades 1 via 6. 5 dialogue recommendations are brought to assist lecturers advance scholars' considering and studying and aid them construct connections between mathematical principles. A worthwhile define is supplied to assist academics start utilizing speak within the lecture room, plan classes, and take care of demanding situations. case reviews also are integrated for extra perception into how academics can use speak successfully.

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Additional info for Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6

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Ms. Day refrains from giving students any assistance during this time. After the five minutes are up, she starts the whole-class discussion session with a statement: 1. Ms. D: 2. Juana: 3. Ms. D: 4. Juana: 5. Ms. D: I’d like someone to explain the solution you got, and I’ll write it on the board. Then we can see who agrees, who disagrees, who has the same answer, or who has a different answer. Juana, what was your solution? Umm, I think the square can be six, and then the triangle is four. [Writes on the board:] ■ = 6, ▲ = 4.

Paul: 18. Ms. S: 19. Sim: 20. Ms. S: 21. ] Like that one. See, triangles look like this [puts thumbs and forefingers together to make the shape of an equilateral triangle]. They’re flat on the bottom. Ollie, what did Paul just say? These are a triangle [uses his hands to make the same shape Paul made]. What else did he say? They have to sit on their bottoms—there aren’t pointy parts on the bottom. OK. Look at this. ] Is this a triangle? ] Now it is. Sim, you have been very quiet. What do you think?

When mathematical concepts and skills are not linked to social conventions, but rather, have their own internal logic, the source of knowledge is not external to the student. Instead, students learn by processing information, applying reasoning, hearing ideas from others, and connecting new thinking to what they already know, all for the goal of making sense for themselves of new concepts and skills. The source of the knowledge, of creating new understanding, lies within the student, and making sense is the key.

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