Week 2 Day 6 Monday, July 5

Levels of Discourse

Think about the math talk in your own classroom: As a classroom teacher, what are you currently doing in your interactions with students? Who talks more – you, one or two students, or most of the class? How much do you talk? How much do the students talk? Do your statements or questions encourage discussion?

After TIMMS video of exponents After watching this video, what did you observe? Thinking about this clip and the work from last week, why is math talk important?

Is there any evidence of student understanding? After 1st viewing of “Volume of Prisms and Cylinders Extending Prior Knowledge” Is there any evidence of student understanding?

Is there any evidence of student understanding? After 2nd viewing of “Volume of Prisms and Cylinders Extending Prior Knowledge” Is there any evidence of student understanding? What evidence is there that the teacher used the discussion to assess student understanding?

After breaking into groups What level of math talk was there in each of the clips? Justify your thinking.

After the all group discussion What teacher moves facilitated the discussion?

Homework for Tuesday: Read the GT Springer and Tom Dick’s article “Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom” Mathematics Teacher, 9/2006 Focus on pages 107 – 108 while reflecting in light of the videos you saw today.