B. Michelle Rinehart @HowWeTeach Math Talks … · goals to focus learning Support productive ......
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Math Talks: Adapting the Number Talks Structure for Secondary Mathematics Classrooms B. Michelle Rinehart @HowWeTeach howweteach.com An elephant is as strong as how many horses? = Resources for Math Talks
Transcript of B. Michelle Rinehart @HowWeTeach Math Talks … · goals to focus learning Support productive ......
Math Talks: Adapting the Number Talks Structure
for Secondary Mathematics Classrooms
B. Michelle [email protected]
An elephant is as strong as how many horses?
=
Resources for Math Talks
Math Talk Problem Types
Math Talk Routines
Discussion Structures
Source: Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematics discussions. Portland, ME: Stenhouse.
Open Strategy Sharing
What’s Best and
Why?
Compare and
Connect
Why? Let’s
Justify
Define and
Clarify
Troubleshoot and Revise
Use and connect
mathematical
representations
Pose purposeful
questions
Establish mathematics
goals to focus learning
Support productive
struggle in learning
mathematics
Facilitate meaningful
mathematical discourse
Build procedural fluency
from conceptual
understanding
Implement tasks that
promote reasoning
and problem solvingElicit and use evidence of
student thinking
Effective Mathematics Teaching Practices
Source: National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM, Inc. (p. 10)
Mathematics Process StandardsThe student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.
The student is expected to use a problem- solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution.
The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
The student is expected to communicate mathematical ideas, reasoning, and their implications using multiple represent-ations, including symbols, diagrams, graphs, and language as appropriate.
The student is expected to create and use represent-ations to organize, record, and communicate mathematical ideas.
The student is expected to analyze mathematical relationships to connect and communicate mathematical ideas.
The student is expected to display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
