Beruflich Dokumente
Kultur Dokumente
ACE 26 ACE 25
How has your experience How did you start each
so far in practicum class day this past year?
compared with what we’ve What were your goals for
talked about in class so far starting class that way? Do
- mathematical identity and you plan on starting
agency, cognitive demand, classes the same way next
direct/dialogic instruction, year?
equitable mathematics
teaching, etc.?
Teaching Framework
Today’s Goals
Students will be able to apply the “Number Talks”
instructional strategy in their own classrooms.
● Questions?
15 * 18 = _____
15 * 18 Debrief
Promotes
Teacher
Precise use of
Math isLorem
done mentally
1 Lorem
acts as2 Lorem 4
Language multiple
Facilitator
strategies
Number Talk
● Questions?
½ ¼
Is the quotient >, <, = 1
What are two good numbers that could be located at the two red dots?
Number Talk Debrief
Promotes
Teacher
Precise use of
Math isLorem
done mentally
1 Lorem
acts as2 Lorem 4
Language multiple
Facilitator
strategies
Why Number Talks?
Why do Number Talks?
Standards for Mathematical Practice
● Visual Representations
Great teachers don’t tell you what to see, but they show you
were to look.
Posing Purposeful Questions
“Building a classroom community that supports discourse requires some shifts in the traditional
students and teacher roles. In particular, the students assume greater responsibility for their learning
and the teacher no longer serves as the primary source of mathematical authority.”
Monitoring/Assessing Questions
● Was this the first strategy you tried? Why did you give up on the first
strategy?
● How did you decide what to do?
● Did you try something that did not work? How did you figure out it was not
going to work?
● How does what you are doing make sense to you?
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Connecting/Advancing Questions
25
Student to Student Discourse
Sentence Stems
● I agree with ____ because…
● This is what I think…
● I have a different perspective because…
● I made a connection with what---said because…
● When I thought about that question, I remembered…
● I chose this method because...
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Scaffolding Math Talk to Enhance Student Conversations
Language Frames
● Another way to solve this would be…
● In order to solve this problem, I need to know…
● We think this answer is reasonable because…
● If I change___, my answer would be different because…
● I can check my answer by…
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Planning for Purposeful Questioning
1. Gathering Information
2. Probing Thinking
3. Making the Mathematics Visible
4. Encouraging Reflection and Justification
5. Engaging with the Reasoning of Others
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Purposeful Questions
You have been given five groups of teacher questions and student
responses. With a partner, determine which category each group of
questions belongs in and note characteristics of each question category.
Specifically, how do the question types promote each category?
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Brain Break
10 minute break
Course Planning
MS & HS Sit Together
Split up 25/26
Unit Concepts & Unit
Goals
This Past Week’s Work
Feedback on Sakai now
● Suggestions to change?