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Unit 3 Session 2

Reflecting on Practice: Managing Productive Discussions

Reflecting on Practice Park City Mathematics Institute 1

Lani Horn’s Visit

•  Share one takeaway you have from Lani’s presentation at your table.


Lani Horn’s Visit

•  Share one takeaway you have from Lani’s presentation at your table.

•  Continue the conversation: http://teachingmathculture.wordpress.com/2014/07/14/what-‐do-‐you-‐think-‐and-‐why/ Twitter: @tchmathculture


Three coins The video clip is of a 3rd grade classroom at the beginning of the school year. I have pennies, nickels, and dimes in my pocket. If I pull three coins out, what amounts of money could I have? The teacher’s goal was to help students understand what it means to prove.

As you watch, take note of what the teacher did to promote math talk.


Three coins From viewing the video and now looking at the transcript, at your tables discuss: •  What explicit norms is the teacher setting? •  What did you observe the teacher in the video doing to promote math talk?

•  What level of math talk is taking place, using the criteria in the “Let’s Talk” rubric?


Sharing

•  What explicit norms is the teacher setting? •  What did you observe the teacher in the video doing to promote math talk?


Participation quiz

In this video, students are being graded on how they are working together on the mathematical tasks as opposed to whether or not they are getting the right answers or not. This quiz is given to a class of high school Algebra students who are working on multiplying binomials.


Participation quiz

As you watch consider: •  What explicit norms does the teacher set for student discussion?

•  What things does the teacher do to promote math talk?


Sharing

•  What explicit norms is the teacher setting? •  What did you observe the teacher in the video doing to promote math talk?


Participation quiz If you’re interested in learning more about participation quizzes and other techniques, here are some resources that you might find useful. Sam Shah’s implementation http://samjshah.com/2011/09/09/and-‐so-‐it-‐begins/


Table Discussion

Thinking about these videos and the ideas that have come up in the discussions, how can you make this work in your own classroom?


Sociomathematical norms

Remember the 3 norms Vicki established in her classroom? •  Mathematical Justifications (not just knowing how but why something works)

•  Using errors as an opportunity to rethink •  Looking for mathematical connections (how do you see relationships?)

•  Working collaboratively


Research Brief

•  Cirillo, M. (2013). What Are Some Strategies for Facilitating Productive Classroom Discussions? NCTM Research Brief.


References •  Ball, D. (2002). Three Coins. In H. Bass, Z. Usiskin, & G. Burrill, Eds.).

Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.-‐ Japan Workshop. U.S. National Commission on Mathematics Instruction, Board on International Scientific Organizations, Policy and Global Affairs Division, National Research Council. Washington DC: National Academy Press http://www.nap.edu/catalog.php?record_id=10289

•  Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-‐258.

•  Chapin, S. H., & O’Connor, C. (2007). Academically productive talk: Supporting students’ learning in mathematics. In W. G. Martin & M. E. Strutchens (Eds.), The learning of mathematics (pp. 113-‐128). Reston, VA: The National Council of Teachers of Mathematics.

•  Cirillo, M. (2013). What Are Some Strategies for Facilitating Productive Classroom Discussions? NCTM Research Brief. S, DeLeeuw, Series Editor, Reston VA: National Council of Teachers of Mathematics. http://www.nctm.org/news/content.aspx?id=35386

•  Cobb, P., Gresalfi, M., & Hodge, L. (2009). An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms. Journal for Research in Mathematics Education, 40(1), 40–68.

•  Herbel-‐Eisenmann, B., & Cirillo, M. (Eds.). (2009). Promoting purposeful discourse. Reston, VA: NCTM.

• 


References •  Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A., &

Wood, M. (2011). Smarter together! collaboration and equity in the elementary math classroom. Reston, VA: The National Council of Teachers of Mathematics.

•  Horn, Ilana S. (2012). Strength in numbers: collaborative learning in secondary mathematics. Reston, VA: The National Council of Teachers of Mathematics.

•  Nasir, N., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (Eds) (2014). Mathematics for equity: a framework for successful practice (multicultural education). New York, NY: Teachers College Press


unit3 session2projects.ias.edu/pcmi/hstp/sum2014/morning/rop/day10.pdfthreecoins...

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