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A Mathematics Learning Discourse

HOT in the City: Higher Order Thinking Through Math Discourse William Conroy, Sue Burbank, Paige Calhoun, Jo McHugh & Meg Borowski, Hartford Public Schools Mary Truxaw & Megan Staples, UConn ATOMIC Conference Mohegan Sun, Uncasville, CT November 30, 2009.

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A Mathematics Learning Discourse

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  1. HOT in the City: Higher Order Thinking Through Math Discourse William Conroy, Sue Burbank, Paige Calhoun, Jo McHugh & Meg Borowski, Hartford Public Schools Mary Truxaw & Megan Staples, UConnATOMIC ConferenceMohegan Sun, Uncasville, CTNovember 30, 2009

  2. UConn-Hartford Math ACCESS ProjectAcademic Content & Communication Equals Student Success

  3. Students’ Success in Mathematics and Success on Mathematics Assessments A Mathematics Learning Discourse

  4. 2008-2009: Math ACCESS Project • Funding from State Dept. of Higher Education Teacher Quality Partnership Grant • 45 hours PD & ongoing collaborative work with ~23 teachers from 4 Hartford Schools • Bulkeley High School • Batchelder School • Kennelly School • Watkinson School

  5. Math ACCESS Project: Summer Professional Development

  6. Math ACCESS Project: Summer Professional Development

  7. ACCESS Interns

  8. Batchelder ACCESS Teachers Honorary Batchelder Teacher

  9. Math ACCESS Project: Ongoing Work • Ongoing work – bi-weekly lesson study meetings • Teams of teachers & interns design, implement, and debrief HOT lessons • UConn Interns & Math Educators support work • Archive of HOT lessons designed and taught by Hartford teachers and Interns. • UConn’s Center for Research in Math Education provides webspace & technical expertise for archiving the lesson plans: http://www.crme.uconn.edu/lessons/ • CDs and school binder compiled by Interns

  10. Mathematics Learning Discourse • Although most math lessons include communication—for example, reading, writing, and talking—not all communication necessarily supports mathematics learning discourse.

  11. H.O.T. Discourse • Higher Order Thinking: • For discourse to be H.O.T., there must be opportunities for cognitive challenges that promote higher order thinking • There must be linguistic support for these the cognitive challenges.

  12. Language Objectives -SIOP Along with an emphasis on higher order thinking, a key feature of the HOT lessons is the explicit inclusion of language objectives. • Categories of language objectives: • Key vocabulary • Language functions (ways language used) • Language skills • Grammar or language structures • Lesson tasks • Language Learning Strategies Category used most frequently in math classes. (We try to do more than this.) EchevarrÍa, Vogt, and Short (2007) Making Content Comprehensible for English Learners: The SIOP Model

  13. Academic Language in Practice • Language objectives—for example: • SWBAT express the likelihood of an event using everyday language • Sentence frames—for example: • I think _____ is correct because _____. • Language arts strategies—for example: • Graphic organizers, time/sequence words, etc. • Attend to student explanations—for example: • Talk moves, asking HOT questions, etc. • etc.

  14. HOT Lessons

  15. Thank you!

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