Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.
Let’s Give Them Something to Talk About
Nicola M. Hodkowski and Carolyn Carhart-Quezada
A New Twist on Fraction Equations
Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes
The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.
Infusing SEL into the Elementary Mathematics Experience
Rachel H. Orgel
Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.
Keeping Your Finger on the Pulse of SEL
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
Revisiting Reinhart for Uncertain Teaching Times
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
Facilitating Student-Created Math Walks
Min Wang, Candace Walkington, and Koshi Dhingra
An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.
Keep Calm and Press for Reasoning
The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.
Promoting Discourse: Fractions on Number Lines
Susan Ahrendt, Debra Monson, and Kathleen Cramer
Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.
Fact Strategy Instruction + Meaningful Discourse = Student Understanding
Deborah M. Thompson and A. Susan Gay
This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.
Asked & Answered
Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.