creating math talk

Creating Math Talk

Puppies Darrell and Charles each have a

puppy. The two puppies have a weight of 20 pounds. The weight of Charles’ puppy is two pounds more than twice the weight of Darrell’s puppy. What is the weight of each puppy? Draw a model Make a Table, Chart, or List Explain and Justify your answer Search for patterns

Math Talk Question StemsEach Person will pick one card and

have 1 minute to answer the Question on that Card

If the person cannot talk for one minute ask probing questions

If done early discuss how can I use this activity or a similar one in your classroom

Frayer Foldable:Fold Paper into ¼’s

Upper Left: DefinitionUpper Right:

Environment/TransformationLower Left: How do I get there?Lower Right: For My Classroom

Math TalkDefine: “Math Talk” in your

own words. Take a few minutes to reflect and write down your thoughts.

Math TalkMath Talk is not just simply having

students take turns telling their method.

It is an instructional conversation directed by the teacher that allows students to talk as much as possible.

Math Talk is focused on developing understanding for all children in the class.

Math Talk Key ComponentsQuestioningExplaining Math ThinkingSource of Math IdeasResponsibility for Learning

Learning Progression ScaleLevel 3TARGET

The teacher is a co-teacher and co-learner. The teacher monitors all that occurs and is still fully engaged. The teacher is ready to assist, but now in a more peripheral and monitoring role (coach and assister).

Level 2 The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community.

Level 1 The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community.

Level 0 This is a traditional teacher-directed classroom with brief answer responses from students.

Math Talk EnvironmentSo, what does an environment

conducive for “Math Talk” look like?

Talk with a partner and brainstorm a few ideas.

Math Talk EnvironmentIn true Math Talk, teachers create

a Math Talk Inquiry environment and encourage constructive discussion of problem-solving methods through well-defined classroom activity structures, based on the four crucial aspects of Math Talk.

Dr. Karen Fuson, Math Expressions

Math Talk EnvironmentGradual processRequires teachers and students

taking on new rolesTeachers must work their way up

all three levelsEveryone is a teacher and a

learner

Gradual TransformationA shift from teacher as sole

questioner to both children and teacher as questioners

Children increasingly explaining and articulating their math ideas

A shift from teacher as the source of all math ideas to children’s ideas also influencing the direction of lessons

Gradual TransformationChildren increasingly taking

responsibility for learning and for the evaluation of themselves and others

Increasing amounts of student-to-student talk with teacher guidance as needed

Math Talk Learning Community

Differentiated Math Talk Activity

In a Grade group or Special Area Band look at the activities given to you

Pick one activity and come up with three question stems used for math talk

Discuss how you would run your math talk Discuss what kind of barriers there might

be to this activity Discuss other strategies and ways to

differentiate this activity

Is this just one more thing I have to do?

It is part of Math Practice 3, so you are most likely doing it already.

It is part of your ELA standards in developing oral language, so you are most likely doing it already

It is just a way to streamline what you already do.

The answer then is, “NO” but here are some tools to help bump it up to the next level

JigSaw Math Talk Each Group will take a portion of the article and report out to the group.

ReflectionHow might we go about

transforming our classrooms into student-centered, student-led “Math Talk” environments?

Math Talk Structures

Solve and DiscussStep-by-StepStudent PairsStudent LeadersScenariosSmall GroupsRe-voicing

Math Talk Structures

What other ideas do you have to engage learners in “Math Talk?”

Let’s share aloud so that everyone benefits from our discussion.

Common Core Question Stems Mathematical Practices 1-8

Choose 1 “Math Talk” StructureChoose 1 “Math Talk” Questions Per MP

Look over the “Math Talk” structuresChoose 1 “Math Talk” structure to

implementChoose 1 “Math Talk” Question Stem

for Each Mathematical PracticeUse these in your classroom this year.

Objectives- Status Check

Walkthrough BDS Math Framework Walkthrough Model Math Lesson K-2 Walkthrough Model Math Lesson 3-5 Math Talk- Digging Deep with MP3

Next Steps and Support: DATE TBA(Coaching/Peer Observations)