Two classic hands-on tasks address conceptual understanding of functions. The tasks center student discourse and rough draft mathematics as students grapple with the relationship between input and output.
Filling Vases and Making Tanks
S3D: Small-Group, Student-to-Student Discourse
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Math Chat Opportunities Abound!
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Asked & Answered
Excerpts from discussion threads on the online MyNCTM community
Developing Norms with Silent Discussions
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
Discourse Actions to Promote Student Access
Amber G. Candela, Melissa D. Boston, and Juli K. Dixon
We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Mathematical Explorations: A New Twist on Collaborative Learning
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
Connecting Research to Teaching: Classroom Collaboration: Moving beyond Helping
Do you use group work in your mathematics class? What does it look like? What do you expect your students to do when they work together? Have you ever wondered what your students think they are supposed to do?