Inquiry + Math Workshop Model = Success!

Author:
Kathryn O’Connor Pleasant Valley Elementary School, South Windsor, CT

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,
Emma Dearborne Harbor Elementary School, New London, CT

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, and
Tutita M. Casa University of Connecticut

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Volume/Issue:
Volume 114: Issue 3
Page(s):
187–195
DOI:
https://doi.org/10.5951/MTLT.2020.0366
Restricted access
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Subjects:
Grade(s) or Audience, Grades 3-5, Other Topic, Communication, Discourse/Questioning, Mathematical Practices, Make sense of problems and persevere in solving them, Construct viable arguments and critique the resoning of others

A version of math workshop centrally positions students to inquire mathematically.

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Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

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  • Martin, Christie, Drew Polly, Jen McGee, Chuang Wang, Richard Lambert, and David Pugalee. 2015. “Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics." The Mathematics Educator 24, no. 2 (December): 3–27.

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  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://corestandards.org.

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  • Smith Margaret Schwan, and Mary Kay Stein. 2015. 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics.

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  • Smith, Margaret Schwan, and Mary Kay Stein. 1998. “Selecting and Creating Mathematical Tasks: From Research to Practice." Mathematics Teaching in the Middle School 3, no. 5 (February): 344–49.

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Copyright:
© 2021 by National Council of Teachers of Mathematics, Inc.
Page Count:
9
Article Category:
Research Article
Print Publication Date:
01 Mar 2021
Online Publication Date:
Mar 2021
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