- I agree that math discourse gives students the opportunity to investigate mathematics aloud. Talking about a meaningful task can help student organize their thinking and discover new pathways to arrive at a solution.
- — Rachael Postle-Brown (@PostleBrown)Mon, May 04 2015 02:12:12A2: turn and talk usually DOK 1or 2 checks for understanding meaningful discourse more student centered no right answer creativity #TMchat
- I think of talk and turn as students sharing their answers and maybe a few steps they took to get that answer, so DOK 1 or 2. I think that discourse is more open ended and allows students to use their critical thinking skills and be creative.
- I agree that math discourse not only helps students make sense of the mathematical concepts that they are learning, but it also gives them the opportunity to practice the real world skill of collaborating.
- — Rosy Burke (@rosy_burke)Mon, May 04 2015 02:28:57A4 A rich task gets kids talking and questioning and wondering not just following steps in order to arrive at an answer #TMchat
- Math tasks should be something that students need each other to solve; a problem that is too complex for them to figure out on their own. I agree that with a rich task students will be talking and questioning each others' reasoning. That's why they are so important to give students!
- — Erica Burnison (@elburnison)Mon, May 04 2015 02:37:18A5 so much easier for my EL students to explain or connect thinking to a visual. Helps visualize structure of math #TMchat
- I have a lot of ELLs in my classes so this tweet resonated with me. It is sometimes difficult for ELLs or any student to verbalize their thoughts and a visual can act as an aide to help them express themselves.
- — Steve Wyborney (@SteveWyborney)Mon, May 04 2015 02:43:48A6 The Low Threshhold can also create an instant energy in the room that can propel the learning community. #TMchat
- I agree that since a low threshold problem allows all of the students to participate in the discussion, they can create an energy in the room that inspires them to continue to participate. If a student feels like they have contributed something valuable to the first part of a task then they will be more likely to attempt the next, more difficult part.
- — Michael Leerssen (@MataLiteracy)Mon, May 04 2015 02:42:58A6: LT/HC tasks take away the "right answer" idea. Ss are working to develop their understanding as they work at it. #TMChat
- Student are so focused on if they got the right answer and if they don't quickly get confirmation from the teacher that they got the correct answer they feel uneasy. Low threshold/ high ceiling problems force students to look at solving a math problem as a process where they must make connects between concepts to arrive at a solution, not necessarily the solution.
- — Matthew Stolz (@mstolz)Mon, May 04 2015 02:48:28A7: Do problems worth solving, model the discourse and your thinking, let students struggle a bit, and be ok with a little noise. #TMchat
- I completely agree that students need to be given rich tasks that they struggle with in order to foster mathematical discourse. If they can do the problem on their own then they will not need to ask each other for help. I also agree that it is important to model discourse for students. It is definitely a skills that students learn through watching and doing.
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byBrooke Wiestling39 Views