Extend rich student discourse beyond Math Talks and use participation structures and story problems to broaden access and sense-making¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's recommendations for teachers and professional development designers include building on Math Talks by "extending rich student discourse and ownership of ideas into the remainder of the lesson," planning student roles and norms for group tasks early in the year, using strategies such as "equity sticks" to call on a range of students, supporting students to emphasize the "whys" of their approaches, and using contextualized story problems and a "three reads" protocol to support sense-making.

Design Implications¶

Context¶

Requirements¶

• Teachers and professional development designers need time early in the school year to plan student roles and set norms for participating and speaking together in group tasks.

Constraints¶

• The report notes Math Talks alone may not give all students the chance to contribute, and that conjecture and generalization may require activity structures beyond those provided by Math Talks.

Target Learners¶

• K–8 mathematics students in districts implementing CCSS-M

Target Learning Goals¶

• CCSS-M-aligned instruction: student participation, mathematical practices, and conceptual understanding

Related Strategies¶

• Math Talks
• Math Talks / Number Talks

Examples¶

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Key Sources¶

• Chu, H., Perry, R., Reade, F., & Marple, S. (2019). Understanding complex instructional change: Classroom observations of Math in Common districts. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601889