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Talk Moves in Secondary Math Classrooms Toward a Discourse-Focused PD Curriculum Samuel Otten & Lorraine Males Michigan State University Math in Action, Grand Rapids, MI February 24th, 2010

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Find the intersection (if it exists). Provide justification. B A B A

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B A B A

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Five Talk Moves Using wait time Using wait time Revoicing a student’s contribution Revoicing a student’s contribution Asking students to restate another student’s contribution Asking students to restate another student’s contribution Prompting students for further participation Prompting students for further participation Asking students to apply their own reasoning to someone else’s reasoning Asking students to apply their own reasoning to someone else’s reasoning Chapin, O’Connor, & Anderson (2009)

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Five Talk Moves Example: Using wait time Example: Using wait time.....

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Five Talk Moves Example: Revoicing a student Example: Revoicing a student – –S: "Adding A and B together gives you a bigger angle.“ – –T: "So you're saying that by adding the magnitudes of angles A and B, we get a new magnitude that is greater than the measure of angle C? Is that right?"

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Five Talk Moves Example: Asking students to restate one another Example: Asking students to restate one another –T: “Can you restate what he just said in your own words?” –T: “John, what did you hear Dave say?”

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Five Talk Moves Example: Prompting for further participation Example: Prompting for further participation – –T: “Would someone like to add on or share another method?”

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Five Talk Moves Example: Asking students to apply their reasoning to someone else’s Example: Asking students to apply their reasoning to someone else’s –T: “Do you agree or disagree and why?” –T: “How is Mary's thinking similar to or different than Juan's?”

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Talk Moves from our Intersecting Lines Discussion Which moves did you notice? Which moves did you notice? What was their apparent function? What was their apparent function? Did you see a place where a talk move could have been used? Did you see a place where a talk move could have been used? Wait Time Revoicing Restating Prompting Applying

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Functions of the Talk Moves Using wait time Using wait time –Allows students time to think –Minimizes students’ tendencies to reason hastily –Increases opportunities for equitable participation Back

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Functions of the Talk Moves Revoicing a student’s contribution Revoicing a student’s contribution –Amplification –Elaboration, increase clarity of reasoning –Bridge to more mathematical language –Set up alignments and oppositions –Demonstrate attention and concern for student thinking and voice Back

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Functions of the Talk Moves Asking a student to restate Asking a student to restate –Build a community of active listeners –Provide another phrasing of reasoning for students to engage with –Formative assessment Back

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Functions of the Talk Moves Prompting for further participation Prompting for further participation –Increase opportunities for participation from a variety of students –Get multiple solutions/ideas on the table –Push to deeper levels of mathematical thinking Back

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Functions of the Talk Moves Asking students to apply their own reasoning to someone else’s reasoning Asking students to apply their own reasoning to someone else’s reasoning –Encourage students to engage with one another’s ideas –Direct attention to reasoning rather than answers –Make mathematical connections –Promote community argumentation and justification Back

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Conclusion PD Project at Michigan State PD Project at Michigan State Questions/Comments Questions/Comments Feedback Forms Feedback Forms ottensam@msu.edu maleslor@msu.edu

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Thank you Faith Muirhead, Heather Bosman, Shannon Sweeny, Beth Herbel-Eisenmann, Michael Steele, Michelle Cirillo, & Rachael Todd Faith Muirhead, Heather Bosman, Shannon Sweeny, Beth Herbel-Eisenmann, Michael Steele, Michelle Cirillo, & Rachael Todd National Science Foundation National Science Foundation All of you for coming! All of you for coming! Chapin, S. H., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn. Sausolito, CA: Math Solutions. Chapin, S. H., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn. Sausolito, CA: Math Solutions. Herbel-Eisenmann, B., & Cirillo, M. (Eds.). (2009). Promoting purposeful discourse: Teacher research in mathematics classrooms. Reston, VA: National Council of Teachers of Mathematics. Herbel-Eisenmann, B., & Cirillo, M. (Eds.). (2009). Promoting purposeful discourse: Teacher research in mathematics classrooms. Reston, VA: National Council of Teachers of Mathematics.

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