Protocols and Procedures for Fostering Mathematics Discourse - Secondary Sep 16, 2013 (1:00 pm - 1:50 pm) Outcomes • Participants will deepen their understanding of mathematics discourse, including some background and rationale. • Participants will experience Number Talks and consider how they might be used as part of a daily routine. Mathematics Discourse Agenda • Background and rationale • Experience a variety of Number Talks • Consider implications for implementation of mathematics discourse. • Closing Mathematics Discourse Enhancing Instruction for CCSSM “FAL” MiniUnit with Formative Assessments Number Talks Upgrading Units Mathematics Discourse Hand Signals • • • • • • • Solution Strategy Question Comment I agree Integers Fractions Mathematics Discourse Hand Signals • Solution • Agree • Strategy • Integers • Question • Fractions • Comment REASONING AND EXPLAINING 1. Make sense of problems and persevere in solving them 6. Attend to precision OVERARCHING HABITS OF MIND CCSS Mathematical Practices 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Mathematics Discourse Four Goals for K-2 Number Talks • Developing Number Sense • Developing fluency with small numbers • Subitizing • Making Fives and Tens • Number Conservation Number Talks -Sherry Parrish Mathematics Discourse Mathematical Thinking • • • • Counting All Counting On Known Facts Derived Facts – Decomposing – Recomposing Duality, Ambiguity, and Flexibility in Successful Mathematical Thinking Research by Eddie Gray and David Tall, 1994 Mathematics Discourse Understanding Math Discourse • Talk Formats – Whole-Class Discussion – Small-Group Discussions – Partner Talks Classroom Discussions: Using Math Talk to Help Students Learn -S. Chapin, C. O’Connor, N Anderson (2003) Mathematics Discourse Understanding Math Discourse • Talk Moves – Revoicing • So you’re saying the top number in a fraction is called the numerator. – Repeating • Can you repeat what Miguel said in your own words? Classroom Discussions: Using Math Talk to Help Students Learn -S. Chapin, C. O’Connor, N Anderson (2003) Mathematics Discourse Understanding Math Discourse • Talk Moves (continued) – Reasoning • Do you agree or disagree and why? – Adding On • Please add onto Jimena’s strategy. – Waiting • Please take some quite think time. Classroom Discussions: Using Math Talk to Help Students Learn -S. Chapin, C. O’Connor, N Anderson (2003) Mathematics Discourse Number Talks • A planned daily routine for whole‐class instruction • Number Sense (efficiency, accuracy & flexibility) • Generalized Arithmetic-conceptual understanding • Reasoning and Problem Solving • Mental Mathematics • Preview-Review-Conceptual Understanding Mathematics Discourse Number Talks and Time • Number Talks (about 10 minutes) • Mini-Lesson (10 to 20 minutes) • Lesson (more than 20 minutes) Mathematics Discourse Number Talk Examples – – – – – – – – Dot Patterns Mental Math Number Strings True/False Statements Dilemmas Spatial Reasoning What’s My Rule? Error Analysis and Coaching Mathematics Discourse Norms “No one is as smart as all of us are together.” • Respect • Individual think time • Everyone participates • Everyone helps • Leave no one behind • Be positive • Technology courtesy Mathematics Discourse Socio-mathematical Norms • Errors are gifts, they promote discussion. • Share a second sentence to connect your thoughts. • The answer is important, but it is not the math. • Build on the thinking of others. • Ask questions until ideas make sense. • Think with language and use language to think. Mathematics Discourse REASONING AND EXPLAINING 1. Make sense of problems and persevere in solving them 6. Attend to precision OVERARCHING HABITS OF MIND CCSS Mathematical Practices 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Mathematics Discourse Lenses to Consider During Professional Development Sessions Learner Lens Teacher Lens Mathematics Discourse Dot Talk How many dots do you see? How did you see them? Mathematics Discourse Mental Math After a 20% discount, the price is 80% of the original price. So 80% of the original price is $140. What is the original price? Mathematics Discourse Mental Math Mathematics Discourse Number String (Mental Math) 35 x 8 70 x 4 140 x 2 Mathematics Discourse Number String (Mental Math) 3 x 50 3 x 100 3 x 149 Mathematics Discourse True/False 11 0.44 = 1100 44 True or False? Why? Mathematics Discourse True/False Number Talk Mathematics Discourse Dilemma Number Talk David says that 10xy-5xy + 4xy equals 9xy Kirsten says that 10xy-5xy + 4xy equals xy Explain the mathematical reasoning that both David & Kirsten used to simplify the expression above. Mathematics Discourse Order of Operations Grouping Symbols ( ), { }, [ ], I I Exponents Multiplication/Division Division/Multiplication Addition/Subtraction Subtraction/Addition Mathematics Discourse Spatial Reasoning How many cubes? How do you see them? What is the surface area? Mathematics Discourse Transformations Rotate the figure 90˚ clockwise. What are the new coordinates of point A? Mathematics Discourse What’s My Rule? In Out 1 5 3 2 5 21 13 9 Mathematics Discourse What’s My Rule? Input Output 1 5 3 2 1 25 9 8 Mathematics Discourse What’s My Rule? X Y 1 5 3 2 2 26 10 5 Mathematics Discourse What’s My Rule? Domain Mathematics Discourse Range Number Talk Examples – – – – – – – – Dot Patterns Mental Math Number Strings True/False Statements Dilemmas Spatial Reasoning What’s My Rule? Error Analysis and Coaching Mathematics Discourse Number Talks and Time • Number Talks (about 10 minutes) • Mini-Lesson (10 to 20 minutes) • Lesson (more than 20 minutes) Mathematics Discourse Table Talk • Have you implemented Number Talks as part of your daily routine? What were some of the benefits and challenges? • When in your daily routine could you incorporate the use of Number Talks? Mathematics Discourse Questions Teachers Might Ask • Who would like to share their thinking? • Did someone solve it a different way? • Who else used this strategy to solve the problem? • How did you figure it out? Mathematics Discourse Questions Teachers Might Ask • • • • What did you do next? What did you need to know? Why did you do that? Tell me more. Which strategies do you see being used? Mathematics Discourse Outcomes • Participants will deepen their understanding of mathematics discourse, including some background and rationale. • Participants will experience Number Talks and consider how they might be used as part of a daily routine. Mathematics Discourse Closing • Thank you! • Cecilio_Dimas@sccoe.org • The best source for Number Talks is student work (errors, strategies, and solution pathways). – Inside Mathematics – Mathematics Assessment Project Mathematics Discourse