Discourse!

. DEVELOPING MATHEMATICAL DISCOURSE Sponsored content brought to you by Curriculum Associates

Strategies to support mathematical discourseDeveloping rich mathematical discourse in the classroom is important for building mathematical reasoning and conceptual understanding. Join us for a discussion with mathematics expert Dr. Gladis Kersaint on how teachers and administrators can support the development of productive mathematical discourse in the classroom through well-planned and well-sequenced discussions of student work.Register

Teaching Mathematics

Recently, there was a study done based on results from the Programme for International Student Assessment (PISA).  The results showed that countries who scored higher on the assessment used less memorization techniques in class.   I have linked the report as well as an article regarding memorization findings from the report below.

This supports our efforts to teach starting with the concrete level.  Students need to know how the numbers work and be able to process through problems rather than apply rules and procedures.

Article
PISA Publication

100 Questions that promote Mathematical Discourse

More Inquiry!

Here is a great resource for promoting discussion in your math class.

100 Questions that promote Mathematical Discourse

INQUIRY

Of all the WICOR strategies, it seems that Inquiry is the most difficult to wrap our heads around.  Additionally, Inquiry is a skill that will advance our students in today's world.   For these reasons, I am going to attempt to provide some suggestions and ideas related to Inquiry.

A definition of Inquiry:

Inquiry is uncovering one's understanding, asking critical questions, engaging in thinking, learning and discussion. Students who inquire analyze and synthesize materials or ideas, clarify their own thinking, probe others' thinking, and work through ambiguity. 

One teaching strategy related to Inquiry:

Philosophical Chairs.  Philosophical chairs is similar to a debate.  A question (with 2 sides or answers) is posed to the students.  Students choose whether they agree or disagree (or they choose an answer to align with).  The students move to the designated side of the classroom; students can be undecided and stay seated in the middle if you choose.  Students on each side take turns defending their position.  Students are allowed to switch sides, or make a choice if they stayed in the middle.  I have used this in math class to discuss possible answers to a question or methods for performing a task.  You can have the students pre-write to organize their thoughts before separating into sides.  You should debrief afterwards to discuss what were convincing arguments.  Having students do a reflection writing afterwards is also good.  One strategy is to assign sides and cause students to think about a different opinion than they may have otherwise.

Resources on the Dashboard:

Explanation

Powerpoint

Rules of Engagement