Tools for Facilitating Meaningful Mathematics Discourse

2019 ◽  
Vol 24 (6) ◽  
pp. 354-361
Author(s):  
Michael D. Steele
Keyword(s):  
Classroom Discourse ◽  
Success For All ◽  
Mathematics Discourse ◽  
Mathematical Success ◽  
Research Based Practices

This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.

Improving Mathematics Discourse through Action Research

2019 ◽  
Vol 112 (4) ◽  
pp. 302-306 ◽  
Author(s):  
Christopher W. Parrish ◽  
Ruby L. Ellis ◽  
W. Gary Martin
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Central Element ◽  
Success For All ◽  
Mathematical Ideas ◽  
Mathematical Connections ◽  
Mathematics Discourse ◽  
Mathematics Educators ◽  
Mathematical Success ◽  
Support Students

NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).

The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

2019 ◽  
Vol 7 (2) ◽  
pp. 27-43 ◽  
Author(s):  
Courtney Baker ◽  
Melinda Knapp
Keyword(s):  
Decision Making ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Success For All ◽  
Classroom Teachers ◽  
Mathematics Coaching ◽  
Mathematics Coaches ◽  
Mathematical Success ◽  
Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Detecting and Reducing Bias in Questioning Patterns

2019 ◽  
Vol 24 (5) ◽  
pp. 282-289 ◽  
Author(s):  
Beth Herbel-Eisenmann ◽  
Niral Shah
Keyword(s):  
Teaching Practices ◽  
Implicit Bias ◽  
Success For All ◽  
Questioning Patterns ◽  
Mathematical Success

This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.

Engaging Students with Mathematics through Play

2018 ◽  
Vol 24 (3) ◽  
pp. 179-183
Author(s):  
Karina K. R. Hensberry ◽  
Ian Whitacre ◽  
Kelly Findley ◽  
Jennifer Schellinger ◽  
Mary Burr Wheeler
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Virtual Tools ◽  
Link Type ◽  
University Of Colorado ◽  
Mathematical Success ◽  
The University ◽  
Interactive Simulations ◽  
Mathematics And Science

Mathematics teaching that provides opportunities for play embodies many of the Mathematics Teaching Practices described in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). PhET interactive simulations (or sims), developed by the PhET Project at the University of Colorado Boulder (http://phet.colorado.edu), are freely available virtual tools that promote play and exploration in mathematics and science topics for K-16 students.

By Way of Introduction: Moving beyond show & tell: Intentional math discourse

2018 ◽  
Vol 25 (2) ◽  
pp. 70-71
Author(s):  
Susie Katt ◽  
Zachary Champagne ◽  
Cathery Yeh
Keyword(s):  
Teaching Practices ◽  
Mathematics Learning ◽  
Mathematical Discourse ◽  
Success For All ◽  
Essential Component ◽  
Mathematical Success

Welcome to the 2018 Teaching Children Mathematics (TCM) Focus Issue. Engaging students in meaningful mathematical discourse has long been identified as an essential component of students' mathematics learning. Principles to Actions: Ensuring Mathematical Success for All calls for teaching practices that—

Launching mathematical success

2019 ◽  
Vol 25 (4) ◽  
pp. 249-252
Author(s):  
Dittika Gupta ◽  
Lara K. Dick
Keyword(s):  
Real World ◽  
Success For All ◽  
Design Task ◽  
Mathematical Ideas ◽  
Mathematical Success ◽  
Paper Airplane

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) calls for integrating into the classroom real-world activities that connect mathematical ideas to other subjects and contexts. Motivated by the desire to make these connections, we devised a paper airplane design task to engage students in various STEM concepts.

Reimagining family-teacher conferences

2017 ◽  
Vol 24 (3) ◽  
pp. 150-152
Author(s):  
Anita Wager
Keyword(s):  
Success For All ◽  
Mathematical Success

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that one way to move toward equity is to connect with—

Mathematics Teaching: Practices in Action

2014 ◽  
Vol 20 (3) ◽  
pp. 188
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

This call for manuscripts is requesting articles that provide evidence to support the Mathematics Teaching Practices found in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

Designing Elementary Mathematics Games using Effective Mathematics Teaching Practices

2016 ◽  
pp. 406-432
Author(s):  
Beth Bos ◽  
Theressa Engel
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Digital Games ◽  
Success For All ◽  
Careful Study ◽  
Mathematical Concepts ◽  
Future Potential ◽  
Mathematics Games ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

Problem-solving digital games that make sense of mathematics do not happen by accident but by careful design. This chapter looks at a popular design framework, Game Network Analysis (GaNA), and examines how teachers can use it to turn popular digital games into strong mathematical experiences grounded in effective teaching practices that use play, purposeful explorations, and focused dialogue to make mathematical concepts more meaningful. The chapter involves a careful study of the GaNA framework in comparison with the eight Mathematics Teaching Practices of Principles to Actions: Ensuring Mathematical Success for All. The findings encourage further analysis of the GaNA framework in terms of specific academic areas. Explicit clarification is needed to use the framework to effectively move mathematics education toward its future potential.

Promoting a Conceptual Understanding of Mathematics

2018 ◽  
Vol 24 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Margaret Smith ◽  
Victoria Bill ◽  
Mary Lynn Raith
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

This article provides an overview of the eight effective mathematics teaching practices first described in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

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