189 Views

Download Presentation
##### Orchestrating Productive Mathematical Discussionss

**An Image/Link below is provided (as is) to download presentation**

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

**Orchestrating Productive Mathematical Discussionss**CPM National Conference 2012**Read and React**“Ensuring that students have the opportunity to reason mathematically is one of the most difficult challenges that teachers face. A key component is creating a classroom in which discourse is encouraged and leads to better understanding. Productive discourse is not an accident, nor can it be accomplished by a teacher working on the fly, hoping for serendipitous student exchange that contains meaningful mathematical ideas.” Frederick Dillion**Think – Pair - Share**• What do you do to plan a lesson? • To what extent does the cognitive demand of the lesson that you are using affect the level of planning in which you engage?**Lesson Structure**• Lesson Opener • Explore – Students engaging in solving problems • Discuss and Summarize– This is the time in class when powerful learning and conversation occur. • Maintaining balance between the discipline of the mathematics and student authorship**Analyzing the case of David Crane**• As you read the case, look for the balance between the mathematical goals of the lesson being clear and students authorship.**Five Practices**• Anticipating • likely student responses to challenging mathematical tasks; • Monitoring • student’s actual responses to the tasks (while students work on the task in pairs or small groups); • Selecting • particular students to present their mathematical work during the whole-class discussion;**Sequencing**• The student responses that will be displayed in a specific order; • Connecting • Different students’ responses and connecting the responses to key mathematical ideas**Foundation – Goal of lesson**• Selecting the mathematical goal that is essential for every student should know and understand about math as a result of the lesson.**Rabbit Problem**• Determine the learning goal for this lesson • Anticipate • Envision how students might mathematically approach this problem. • Record the various solution methods on the sample recording tool**In what sequence would you want the various solutions to**occur? • What opportunities are there to make connections in order to highlight the mathematical goal?**Calling Plan Case Study**• Mathematical Goals – Students should • Recognize that there is a point of intersection between two unique non parallel linear equations that represents where the two functions have the same x- and y- values • Understand that the two functions “switch positions” a the point of intersection • Make connections between the multiple representations and identify the slope and y-intercept in each representational form**Next Steps**• How might I incorporate this into my practice? • What seems reasonable for how often I will use the Five practices in my planning? • Where do I want to start?**References**5 Practices for Orchestrating Mathematics Discussions by Margaret Smith & Mary Kay Stein Published by National Council of Teachers of Mathematics 2011