Classroom Discussions: Using Math Talk to help Students Learn
Chapter 9 in “Classroom Discussions” focuses on planning lessons incorporating mathematical talks, in order to foster student comprehension. Touching base on four effective components and providing specific examples. It states that structuring a lesson in this way is extremely beneficial for students to reflect on their reasoning. It is important for teachers to anticipate some of the possible questions, concerns, and misconceptions students may have beforehand.
Mathematical Argumentation: Putting the Umph into Classroom Discussion
In this article, written by Mary Stein, it uses the research collected from a middle school study to try and move instruction away from the teacher-centered type of structure to student centered discussion. Stating that students get more out of mathematical lessons, by engaging in discussions where students explain their ideas, listen to one another, and evaluate both their and their classmates’ arguments. Therefore, challenging one another in a safe and respectful environment in order to better understand the material.
Listening to Students: The Power of Mathematical Conversations
In this article, Atkins provides a series of journal articles that contain conversations between 4th grade students. From these articles the power of mathematical conversations are proven. Within each of them, it goes on to further describe how each conversation offers insight into students thinking about math. The conversations are used as a tool to understand a students thinking and interactions with others.
Discourse that Promotes Conceptual Understanding
In this article, Kazemi compares two classrooms of students, sharing similarities and differences of the way mathematical concepts are discussed. One class was evidently stronger in presenting consistency with pushing students to conceptually think about mathematics. In doing so, students were achieving higher in terms of problem solving and comprehension.
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