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The Faces of Math Talks Examining perspectives of mathematical discussions Facilitators: Rachel Restani & Leslie Banes Session 4: 10:00am – 11:20am Sunday January 20, 2013 Room 325 Goals To collaborate with other teachers about strategies to engage students in meaningful class discussions. Develop understanding of how mathematical learning is mediated through our identities, beliefs and classroom environment. Encourage students, teachers and parents to accept effort, risk-taking and making mistakes as values that support the discussion of mathematical concepts. To create a contact and resource list of teachers, parents and students who are interested in continuing to share thoughts and ideas. Activities Adaptive School norms Each Teach and Paired Square - Bishop and Boaler What is your math identity (Mathography)? Group reading summary and poster presentations Individual reflection 7 Norms of Collaboration With a partner, decide who will be partner A and who will be partner B. Both partners silently read the first norm. After both partners are finished reading, partner A will paraphrase the norm. Partner B will then give an example of a time when the norm was used or an example of what happened when the norm wasn’t used. Switch roles and repeat with the next norm. Continue until you’ve covered all 7 norms. Be prepared to share with the larger group an application of a norm or how it might benefit collaboration. The Norms of Collaboration 1.Pausing 2.Paraphrasing 3.Posing Questions 4.Putting Ideas on the Table 5.Providing Data 6.Paying Attention to Self and Others 7.Presuming Positive Intentions Each Teach and Paired Square Each Teach • Form pairs • One person in the pair will read Bishop– the other person will read Boaler. • After reading, each partner teaches the essential points to the other partner using the visual organizer (Ways of Talking). Pair Squared • Once you have completed the above – join up with another pair (Pair Squared) and share what you are learning and understanding Ways of Talking What – increase our understanding of the relationship between discourse and identity in the context of math classrooms. Why – so we understand the relationship between discourse and identity. How we say things and how we listen are important in how we learn - about ourselves and about mathematics. How – by reading about the research done by Bishop and Boaler and by using Each Teach and Paired Square Mathographies Write your mathography at the top of the paper. Pass to next person so that he/she can write a reaction/response. Then pass again so that another person can comment/argue. Here are some of the autobiographies, I only did my 3rd period Alg 1 Support class, which is a tiny class (10 students) but one of my more difficult. Just a note on the students. One student only speaks Spanish, I'm not sure when she came here but she's only in ELD 1. One student is hard of hearing and refuses to wear hearing aids, one student is legally blind and has to use a special magnifier to see the board. One of the students spent a week in Juvenile hall right after Thanksgiving for stealing a car. There's also 2 other students who have been suspended multiple times this year for behavior. So small class, but a very interesting study. On a side note, one thing about the autobiographies that caught my attention is the communication they brought. It might be because it's the middle of the year and they already know me, but having them do this opened up many different channels of communication. Some of the kids were much more willing to talk about their experiences but didn't want to write them down, so you'll see my handwriting on some of them, but I wrote what the students said. We ended up having conversations about what a good teacher is, what a good student is etc. And then we started talking about racism, their experiences with authority/police, and how they felt about all of it. Not much math was accomplished but I felt the conversations were good. There isn't a lot of detail in the writing, because they were resistant but talking about it was helpful. One of the common themes among them was "the teacher didn't like me" which led into a discussion of what they did, why they felt like that etc. Group reading summary and poster presentations Split into 3 groups: #1 Read Moschkovitch (1999), #2 read Martin et al. (2012), #3 Cobb (2009) Discuss what the teacher did to support math talk and relate to practices being implemented in teachers’ classrooms. Write framework on sentence strips Present to large group Say Something Read silently to the designated stopping point • When each member is ready, stop and each will say something: The something might be a question, a key point, an interesting idea or a personal connection • Continue the process until you have completed the reading Individual reflection What is identity? What does it have to do with math and how students learn? How can we promote risk-taking in math, among ourselves and others? How can we encourage people to share their thinking? How can we encourage making mistakes? What structures were used? What frameworks were included? What was the role of the facilitator? What was the role of the participants?