1. Getting Kids to Talk Math!
Mathematical Discourse

2. Lesson 1 Traditionalist Math Versus Reform Math
Objective: To understand the difference between the traditionalist approach to teaching mathematics versus the reform mathematics approach to teaching mathematics.
Outcome: Teacher participants will use Graffiti Walls to compare and contrast the two approaches to teaching mathematics.

3. 2 Truths and a Lie Activity

4. Curriculum Outcomes Folder Organization KWL Chart

5. Video One Discussion Questions:
Video One Link
Questions:
o Why do you think this teacher feels the way she does?
o Do you agree or disagree with her?
o What changes do you think this math teacher has seen over her years of teaching?

6. Reform Mathematics Movement vs. Traditionalists
NCTM Process Standards
CCSS Practice Standards

7. Video Two Discussion Questions:
Video Two Link
Questions:
o Why do you think this teacher feels the way she does?
o Do you agree or disagree with her?
o What changes do you think this math teacher has seen over her years of teaching?

8. Graffiti Wall Activity

9. Reflection

10. Extension of Learning
Participants can explore The Hunt Institute’s videos that were designed to explain Common Core Math Standards.
-Link to The Hunt Institute’s YouTube channel-
2. Participants can read the following article about traditionalist math ideology and reform math ideology-

11. Lesson 2 National Council for Teaching Mathematics Framework
Objective: To know the components of NCTM’s framework for teaching mathematics.
Outcome: Each teacher participant will present the definition of one of the five (a different one for each participant) standards by adding their own slide(s) to the collaborative PowerPoint presentation.

12. problem solving
reasoning and proof
communication
connections
representations.

13. Jigsaw Activity Resources
Standards_and_Positions/PSSM_ExecutiveSummary.pdf
Pages 52-67, ,402 2.

14. Group PPT
Use graphic organizer notes to share what you’ve learned with your group.
Work together to create a PPT about the process standards.
Share your PPT with peers and facilitator.

15. Extension of Learning
Analyze how the curriculum that is used in your district stacks up against the standards. Does the curriculum for math that is being used hinder or help the implementation of the process standards?
Record at least two lessons of yourself teaching. Use the Lesson Analysis Form to assess the use of the process standards in your lessons. Ask a trusted colleague to help you assess the lessons.

16. Reflection

17. Lesson 3 NCTM’s Communication Standard
Objective: To know the meaning of and components of the NCTM’s communication standard.
Outcome: Teacher participants will analyze the four components of NCTM’s communication standard by participating in a think-pair-share activity.

18. Think-Pair-Share Activity
Discussion Questions:
o What is communication?
o What is the function of communication?
o How do we see and hear our students communicating?
o How do we see and hear one another communicating?

19. Vygotsky’s Theory of Social Learning

20. 4 Components of NCTM’s Communication Standard
“Organize and consolidate their mathematical thinking through communication;
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
Analyze and evaluate the mathematical thinking and strategies of others;
Use the language of mathematics to express mathematical ideas precisely” (NCTM, 2000).

21. 4 Components of NCTM’s Communication Standard In Our Classrooms
Use the graphic organizer to record the ideas generated during class.
Record at least two examples of how we could see/hear evidence of the communication standard in our classrooms.

22. Extension of Learning
Create a dialogue between a student and a teacher or between students that shows the components of the communication standard. The dialogue could take many forms. It could be written, drawn, recorded, created digitally, etc.

23. Reflection

24. Lesson 4 Expectations in a Math-Talk Community
Objective: To understand the development of a culture of a math-talk community in the mathematics classroom.
Outcome: Teacher participants will develop their own set of expectations to use in their classroom in order to set up their students to successfully participate in a math-talk community.

25. Readings/Resources
o What does the research say the benefits of discussion in mathematics class are? By Michelle Cirillo
o What are some strategies for facilitating productive classroom discussions? By Michelle Cirillo
o Creating cultures of participation to promote mathematical discourse by Cory A. Bennett
o Creating Math Talk Communities by Erin L. Wagganer

26. Pre-Reading Activity
Survey the texts and brainstorm questions you think the texts were designed to answer.
Share at least one question with the group.

27. Reading Activity
Participants will each read one of the readings for the lesson. While reading the participants will use sticky notes (placed in the text next to important findings) to keep track of their thoughts on the reading, focusing on the objective for the lesson.
Participants will then share what they found to be valuable in each reading with their group. The sticky notes will be used to guide what exactly they share.

28. Post Reading Activity Discussion Questions:
o What is a math talk community?
o Why is it important to set up a math talk community?
o What about your current classroom environment already displays the presence of a math talk community?

29. Establish Math-Talk Community Expectations

30. Critique Math-Talk Community Expectations

31. Extension of Learning
Teacher participants can create an addition to their staff webpage (already acquired through our district) to communicate their expectations to students, parents, and community members.
Teacher participants can involve their students in the display of the expectations in the classroom. Student input will be taken in order to decide how expectations for their math talk community will be created and displayed.

32. Reflection

33. Lesson 5 Productive Use of Incorrect Answers
Objective: To understand the development of a culture of a math-talk community in the mathematics classroom.
Outcome: Teacher participants will create a role-play scenario which illustrates research based strategies that use incorrect answers to aid students’ learning.

34. Reflection Reflect on the image to the right.
Write your ideas down and be ready to share your reflection.

35. Brainstorm How are incorrect answers used in your classroom?
What do you hear students saying?
What do you see students doing?

36. Read How are incorrect answers used in your classroom?
What do you hear students saying?
What do you see students doing?

37. Role Play Scenario

38. Extension of Learning
Create a pamphlet, poster, or chart about how to use incorrect answers to promote student learning in math. Their audience for this product is parents.

39. Reflection

40. Lesson 6 The Teacher’s Role in a Math Talk Community
Objective: To understand the development of a culture of a math-talk community in the mathematics classroom.
Outcomes: ·
Teacher participants will investigate the role of a teacher in a math-talk community.
Teacher participants will create a response to the question on the group discussion board and will critique their peer responses on the discussion board.

41. A teacher is...

42. Investigate the Readings

43. Discussion
o Share ways in which you see yourself taking on the roles of a math talk community teacher already.
o Share ways that you could improve your role as a teacher of a math talk community by setting at least two goals for yourself.

44. Discussion Board Prompts
Visit our Google Classroom to participate in the discussion for this lesson.
Initial Post:
Share ways in which you see yourself taking on the roles of a math talk community teacher already.
Share ways that you could improve your role as a teacher of a math talk community by setting at least two goals for yourself.
2 Response Posts:
Tell your colleague something you have in common.
Tell your colleague something you learned from their post.
Provide your colleague with an idea (or ideas) of how to grow toward their goal.

45. Extension of Learning
Watch the video and write down possibilities for the teacher’s ideas to be implemented in your classroom.
2. Participants can access the following articles for further reading about creating a math talk community.

46. Reflection

47. Lesson 7 What is a Math Talk Community Scale?
Objective: To understand Hufferd-Ackles’ math-talk community scale.
Outcome: Teacher participants will analyze the the math-talk community scale designed by Hufferd-Ackles’ et al (2010).

48. What is a math-talk community? Write Around Activity

49. The work of Hufferd-Ackles, Fuson, & Sherin

50. Simplify the Information for...
Parents
Students
Teachers

51. Extension of Learning
Create a bulletin board for the main hallway in our building displaying what a math-talk community looks like in our school. The audience is parents and students.
Create a video explaining the components of a math-talk community and the math talk community table from the article. The audience is math teachers in our district.

52. Reflection

53. Lesson 8 Application of the Math Talk Community Scale
Objective: To understand Hufferd-Ackles’ math-talk community scale.
Outcome: Teacher participants will apply the math-talk community scale designed by Hufferd-Ackles’ et al (2010).

54. Every Teacher Can Improve

55. Math-Talk Community Reflection & Discussion

56. Design A Plan

57. Extension of Learning
Participants can involve their students in their plan. Student input can be used to add ideas to the plan.
Participants can implement their plan over time and ask a colleague to help them evaluate the environment using the math talk community scale.

58. Reflection