Seminar 4 - Amy Benson

Chapin, S.H., O’Connor, C., and Anderson, N.C. (2009). Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions. Chapter 9-Planning Lessons

This chapter talks about the importance of anticipating discussion while planning lessons. The chapter talks about when each type of talk (full class, small group, and partners) works best, and how it’s okay to veer off track if you feel like the class is taking a turn you didn’t see coming. The chapter finishes by suggesting that you keep notes on what worked well and what you want to add when you try a lesson again in the future.

Stein, M.K. (2001). Mathematical argumentation: Putting the umph into classroom discussion. MathematicsTeaching in the Middle School. 7(2), 110-112.

This article gave an example of a middle school task and possible correct and incorrect responses. The article suggested how to handle a situation like this- have students explain their reasoning to other students in the class. The students with the incorrect answer went first, and the rest of the students were expected to ask questions if they didn’t agree. The correct answer students went second, and the other students were will expected to ask questions. Eventually the entire class worked towards the correct answer, without the teacher having to ever give it explicitly.

Atkins, S. (1999, January). Listening to students: The power of mathematical conversations. Teaching Children Mathematics, 289-295.

This article gave four examples of mathematical conversations in classrooms. In each instance, the teacher asked students questions that helped them find the flaws in their own reasoning. In one of the examples, the students began to lead the math conversation themselves without much help from the teacher. Students can ask each other questions and explain their reasoning to each other. This meaningful discussion allows students to reflect on their own understanding.

Kazemi, E. (1998, March). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 410-414.

This article compares two classrooms: one where the teacher presses students to think about math conceptually and one where the teacher doesn’t. The first teacher asks students to explain their answers to problems (correct and incorrect) and think about the processes they are doing. This way allows students to catch their own mistakes and learn from them. The second teacher allows students to talk and share answers, but often corrects mistakes herself and doesn’t let the students work through their own errors; their understanding may not be as deep.