By Catherine O'Connor, Nancy Canavan Anderson, Visit Amazon's Suzanne H. Chapin Page, search results, Learn about Author Central, Suzanne H. Chapin, , Toby Gordon
This interesting source presents a distinct investigate the numerous position of school room discussions in arithmetic instructing in grades 1 via 6. 5 dialogue recommendations are brought to assist academics enhance scholars' considering and studying and support them construct connections between mathematical rules. A precious define is equipped to assist lecturers start utilizing speak within the school room, plan classes, and take care of demanding situations. case reviews also are incorporated for additional perception into how academics can use speak successfully.
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Additional info for Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6
This does not mean that we are advising teachers to deemphasize correct answers and mathematical truth. In our view, the ultimate goal is for students to achieve mathematical power through precision, accuracy, insight, and reliable reasoning. However, we have found that it’s important for students to have opportunities to practice their reasoning in discussions without an immediate focus on correct answers. How can students’ learning of mathematics be supported if teachers don’t let them know when their thinking is misguided or an answer is incorrect?
Why does Ms. Stangle choose to ask Kenny to repeat what Tyavanna has said (Line 25)? Is it because she thinks he isn’t listening and she wants to call him back? Or is it because she wants to make sure that all students have heard and understood what Tyavanna has just said? Ms. Stangle could have both intentions: her skillful use of this request for students to repeat could serve both functions simultaneously. But some readers may ask whether this set of moves—the questioning about details and the requests for repetition—isn’t awfully time-consuming, and perhaps even annoying.
D: 4. Juana: 5. Ms. D: I’d like someone to explain the solution you got, and I’ll write it on the board. Then we can see who agrees, who disagrees, who has the same answer, or who has a different answer. Juana, what was your solution? Umm, I think the square can be six, and then the triangle is four. [Writes on the board:] ■ = 6, ▲ = 4. OK, so tell us what your reasoning is. Well, if you put them in the sentence, then ten minus six is four. OK, so let’s hear what people think. Did other people get the same answer, a different answer, or what do you think 22 T h e To o l s o f C l a s s r o o m Ta l k 6.
Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6 by Catherine O'Connor, Nancy Canavan Anderson, Visit Amazon's Suzanne H. Chapin Page, search results, Learn about Author Central, Suzanne H. Chapin, , Toby Gordon