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Tell Me More!. Teaching elementary students how to effectively write about their math thinking Pam Chambers. Background Experiences :. Elementary Teaching – General Education Grades K- 5 . Background Experiences :. Elementary Teaching – General Education Grades K- 5
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Tell Me More! Teaching elementary students how to effectively write about their math thinking Pam Chambers
Background Experiences: • Elementary Teaching – General Education Grades K- 5
Background Experiences: • Elementary Teaching – General Education Grades K- 5 • Math Coaching – Embedded Professional Development for teachers of math K-5
Activity #1 • What is the area of the provided rectangle? • How did you know that? (2 minutes)
Contentions • Contention #1 Math writing supports math learning.
Contention #1 Math writing supports math learning. • Students can solve problems, examine mathematical ideas, use mathematical language, and explain their thinking and reasoning. • Studentscan reflect on what they’ve learned in the past and add new learning. • Students can clarify, deepen and extend their understanding. When this begins to happen……
Results • Teachers can get information about student thinking that they could never get before. • Teachers can gain insight into how the student is thinking and reasoning mathematically. • Teachers can get valuable information from which to make instructional decisions.
Math writing supports math learning. The learning of others- -After writing, have children share their solutions by reading them aloud. Students can compare their content and discuss different solutions and show each other the variety of options for thinking. Before writing begins, talk! -Talk Moves
Talk Moves • Using Turn-and-Talk • Revoicing • Prompting for more information • Asking students to apply their own reasoning to someone else’s • Restating someone’s thinking • Using wait time
Contentions • Contention # 2 • Math writing reveals student thinking.
Contention #2 Math writing reveals student thinking. • Students can unleash their thoughts about how and why they solved a particular way. • Students can present arguments that prove their way of solving. • Students can show other students how they solved and why they solved a particular way. When this begins to happen……
Results • Teachers can see the pathway to student confusion that led them to error. • Teachers can see the range of understandings and levels of student confidence. • Teachers can make a decision about where to go next on their instructional path.
Contentions • Contention #3 Math writing shows ongoing growth to both student and teacher.
Math writing shows ongoing growth to both student and teacher. • Students canprovides a concrete way to review and revisit their thinking and reflect on what they are learning. • Students can see past confusions and reflect on new learning. • Students can show the teacher whether current teaching practices need to shift or change completly.
Results • Teachers can evaluate how well the instructional program supports learning goals. • Teachers can see student understandings and skill development. • Teachers can show parents what their child is learning and their child’s progress.
Further learnings… • Writing at the beginning of a unit and again at the end of that unit is valuable. • Math Journals/Learning Logs show the pathway to growth. • Students can express different ways of thinking all in one place and show how thinking changes. • Our teachings are most valuable when students can reconstruct the thinking for themselves as they process it.
Further personal learnings… • Many students hide behind right answers because they don’t show lack of learning. Ish, the answer man!
Edit your writing to be more juicy! • Use the rubric to guide your writing effort. • Consider using transition words to support your writing.
My Next Steps • Be intentional! Don’t make math writing a “tag on” event that happens periodically. • Talk early in the year about why we are writing about math. Don’t just assume they know why we should write about math, because they don’t!
Resources • Burns, M. (2001). Writing in Math Class: A Resource for Grades 2-8 (2nd Ed.). Sausalito, CA: Math Solutions Publications • Grades 3 and 4 Student Friendly Rubric. (Retrieved June 2013). www.isbe.state.il.us/assessment/math.htm
More Resources • Chapin, Suzanne. (2011). Classroom Discussions: Using Math Talks to Help Students Learn. Math Solutions.
