Whole Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning

1. KEYNOTE ADDRESSNorth Carolina Teachers of Mathematics Conference 2013Teruni Lamberg Ph.D.University of Nevada, Reno Whole Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning

2. Facilitating effective discussions that supports mathematical learning involves thinking about the process of teaching! • Setting up the physical space • Classroom routines (thinking, communicating, listening& reflecting) • Lesson Planning (three levels of planning) • Teacher questioning (help make connections between low level and sophisticated strategies and concepts.) Note: All these components must be in place to optimize opportunities for students to learn math. Furthermore, this process naturally integrates the Standards of Mathematical Practice in a meaningful way. Goal: Work smarter not harder! Link to blog provides an overview of this process: www.mathdiscussions.wordpress.com

3. Key ideas to consider when planning lessons that supports rich discussions. • Conceptual vs. Procedural knowledge http://mathdiscussions.wordpress.com/2013/02/24/conceptual-understanding-vs-procedural-fluency/ • Lesson Planning Resources- Sequencing is critical for supporting learning (Use high quality curriculum and tasks that have some level of challenge) • http://mathdiscussions.wordpress.com/lesson-planning-resources • Understand the Common Core Standards (Scroll to middle of page and look under Progressions Documents for links). These documents show how students develop a concept within and across grade levels. Focus teaching on mathematical concepts and making sure that students are understanding these concepts to adjust your teaching. (Lesson Planning guides and Resources are provided in chapter 4 of Whole Class discussion book.) /

4. Phase 3: Developing New Mathematical Insights (Abstract Mathematical Concepts) Levels of Analysis and Sense making Phase 2: Analyzing Each Other's Solution (Analyzing Low Level to More Sophisticated Reasoning) Source: PDToolkit, Whole Class Mathematics Discussions: Improving in-depth Mathematical Thinking and Learning Phase 1: Making Thinking Explicit (Explaining Reasoning)

5. Suggestions for refining your teaching • Implementing the ideas presented is not hard. The challenging part is applying them consistently so that they become a natural part of your teaching. (Developing new routines take time.) • The strategies presented in the Whole Class Mathematics discussion framework provide you a way to think about the math, how to plan lessons, set up the classroom and facilitate the discussion. • Work on small pieces of the process at a time and build on your success!

6. Whole Class Mathematics Discussions: Improving in-depth Mathematical Thinking and Learning Publisher: Pearson More details about the framework for optimizing student learning through discussion can be found in the book. (Specific classroom strategies, tools and video examples are provided for book study.) The video clips and the PowerPoint slides presented in the keynote are available in the accompanying Toolkit. Best wishes implementing discussions in your classroom that supports mathematical learning! Need help? E-mail: Terunil@unr.edu