facilitating meaningful mathematical discussions

2. Participants will gain a working knowledge of strategies for facilitating meaningful mathematical discourse.

3. Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

5. “Students who learn to articulate and justify their own mathematical ideas, reason through their own and others’ mathematical explanations, and provide a rationale for their answers develop a deep understanding that is critical to their future success in mathematics and related fields.” (Carpenter, Franke, and Levi 2003, p. 6)

6. 1.Anticipating
2.Monitoring
3.Selecting
4.Sequencing
5.Connecting

7. Involves carefully considering:
-what strategies students are likely to use to approach or solve a challenging mathematical task
-how to respond to the work that students are likely to produce
-which student strategies are likely to be most useful in addressing the mathematics to be learned

8. Involves:
-paying close attention to students’ mathematical thinking and solution strategies as they work on a task
-asking questions that will make students thinking visible, help students clarify their thinking , and ensure that members of the group are all engaged in the activity

9. -Involves selecting particular students to share their work with the rest of the class.
-The selection of particular students and their solutions is guided by the mathematical goal for the lesson.

10. -Involves making purposeful choices about the order in which students’ work is shared.
-The goal is to have students’ presentations build on one another to develop powerful mathematical ideas.

11. -The teacher helps students draw connections between their solutions and other students’ solutions as well as the key mathematical ideas of the lesson
-The teacher also helps students make judgments about the consequences of different approaches.

12. •Asking Good Questions
•Holding students Accountable
–Talk Moves
–Prompting Students for Further Participation
–Wait Time

13. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
National Council for Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: The National Council for Teachers of Mathematics, Inc.
Smith, M. S. & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: The National