How Might Classroom Climate Support Mathematical Discourse?

1. How Might Classroom Climate Support Mathematical Discourse? Productive Struggle? Reasoning? Physical Space?

2. Question/Statement Sort Sort your statements! Describe your sort! Can you sort in another way?

3. Connections to Our Work • Danielson Framework : Domain 2 • 2a Creating an Environment of Respect and Rapport • 2b Establishing a Culture for Learning • 2c Managing Classroom Procedures • 2d Managing Student Behavior • 2e Organizing Physical Space • Mathematics TEACHING Practices • Facilitate Meaningful Mathematics Discourse • Pose Purposeful Questions • Support Productive Struggle in Learning Mathematics Principles to Action Guiding Principle: Access and Equity • Standards For Mathematical Practices • SFMP1: Make sense of problems and persevere in solving them. • SFMP2: Construct viable arguments and critique the reasoning of others.

4. Understanding Learned Helplessness and Other Avoiding Behaviors What is the role of Classroom Context? (Adapted from Turner, et al, 2002)

6. How do students’ perceptions of the classroom goal structure relate to their reports of the use of avoidance strategies? How does teachers’ use of instructional discourse relate to students’ perceptions of the classroom goal structure and to their reports of the use of avoidance strategies? What is a goal structure anyway?

7. The search for Self-Acceptance is the highest human priority… “in schools self-acceptance comes to depend on one’s ability to achieve competitively” (Covington, 1992, p. 74). • In order to protect their self-worth, students develop other coping strategies to deflect attention from their ability • (Turner, et al., 2002)

8. Relation between Classroom Context and Use of Avoidance Strategies What is the reason for performing well in mathematics in my mathematics classroom? Performance Goal Structure Classroom Goal is to demonstrate ability and outperform others. Mastery Goal Structure Classroom Goal is learning, understanding, and intellectual development through collaborative discourse.

9. Types of Discourse Supportive Instructional Discourse Negotiating Meaning Transferring Responsibility Supportive Instructional Discourse Nonsupportive Instructional Discourse Nonsupportive Instructional Discourse Telling Initiating and Evaluating Nonsupportive Motivational Discourse Nonsupportive Motivational Discourse Focusing on Errorless Performance and Completion Impersonal, Superficial comments, Sarcasm, and Threats Individual Success and Failure Supportive Motivational Discourse Supportive Motivational Discourse Focusing on Learning Positive Emotions Peer Support and Collaboration

10. Avoiding Novelty Do any of these seem familiar? • I would choose math problems I knew I could do, rather than those I haven’t done before. • I would prefer to do math problems that are familiar to me rather than those I would have to learn how to do. • I like math concepts that are familiar to me rather than those I haven’t thought about before. • I don’t like to learn a lot of new concepts in math. • I prefer to solve math problems as I have always solved them, rather than trying something new.

11. Avoiding Help Seeking • When I don’t understand my math work, I often guess instead of asking someone for help. • I don’t ask questions during math, even if I don’t understand the lesson. • When I don’t understand my math work, I often put down any answer rather than ask for help. • I usually don’t ask for help with my math work, even if the work is too hard to do on my own. • If my math work is too hard for me, I just don’t do it rather than ask for help. Do any of these seem familiar?

12. Self-Handicapping Strategies How true is this of you? • Some students put off doing their math work until the last minute. Then if they don’t do well, they can say that is the reason. • Some students purposely don’t try hard in math. Then if they don’t do well, they can say it’s because they didn’t try. • Some students fool around the night before a math test. Then if they don’t do well, they can say that is the reason. How true is this of you? • Some students purposely get involved in lots of activities. Then if they don’t do well in math, they can say it is because they were involved in other things. • Some students let their friends keep them from paying attention during math or from doing their math homework. Then if they don’t do well, they can say their friends kept them from working. • Some students look for reasons to keep them from studying much (not feeling well, having to help their parents, taking care of a brother or sister).

13. Perceived Classroom Performance-Focused Goal Structure • My teacher points out those students who get good grades in math as an example to all of us. • My teacher lets us know which students get the highest scores on a math test. • My teacher tells us how we compare in math with other students. • My teacher makes it obvious when certain students are not doing well on their math work. • My teacher lets us know if we do worse in math than most of the other students in the class.

14. Perceived Classroom Master-Focused Goal Structure • My teacher thinks mistakes are okay as long as we are learning. • My teacher wants us to understand our math work, not just memorize it. • My teacher really wants us to enjoy learning new things in math. • My teacher gives us time to really explore and understand new ideas in math. • My teacher encourages us to find unusual ways to solve math problems.

15. How might you use these ideas to improve your classroom discourse? How might specific math talk moves increase classroom discourse?