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MATHEMATICAL DISCOURSE

Daily Instruction. MATHEMATICAL DISCOURSE. Objectives. Modeling Discourse Activities Assessing Discourse . “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss 80% of what we experience 95% of what we teach others.”

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MATHEMATICAL DISCOURSE

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  1. Daily Instruction MATHEMATICAL DISCOURSE

  2. Objectives • Modeling Discourse Activities • Assessing Discourse

  3. “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss 80% of what we experience 95% of what we teach others.” -William Glasser

  4. 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

  5. Silent Debate • The adoption of the common core state standards will lead to discourse in math classrooms. 3 minutes

  6. Math Verbs

  7. Language in Mathematics

  8. 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)

  9. 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

  10. Whip Around • Everyone at the table makes brief comment about the video. • Everyone gets to speak before you can speak again.

  11. Discourse in the classroom • Setting the Stage • Funneling • Incorrect Solutions • Management Strategies • Assessing Teacher Questions

  12. Setting the Stage • Messages about tasks, learning and expectations for students • Relationships with the teacher • Relationships among students • Rules and management structures

  13. 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.

  14. Assessing Discourse

  15. Classifying Discourse • Read thorough the classroom discussions in the packets on your table • Match the discussions with the table

  16. Classroom Video • Model of discourse • What did you notice if the video about the discourse?

  17. Math Talk Dr. Ed D’Sousa, Secondary Director, Rialto USD

  18. Reciprocal Teaching • In pairs, Student A pretends that Student B was absent and explains a concept from today. • Switch roles and continue.

  19. Contact • Michele Lenertz • PreK-6 Mathematics Coordinator • michele_lenertz@sbcss.k12.ca.us • Jeff Burke • Secondary Mathematics Coordinator • jeffrey_burke@sbcss.k12.ca.us

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