1. Effective Classroom Discussion by Aletta Clark

2. The purpose of my action research is to develop effective classroom discussions in a mathematics classroom to increase students’ mathematical understanding by addressing their misconceptions.

3. Delmaine, Lyons, Simonof, Edwards: The “WHY” for discussion Taylor, Blackwell, Currie, Catalano: Types of Discussion Davis, Simmons, Whitley, Moreno, Plonski: What happens during discussion

4. Take 3 minutes to read the excerpt for your group Rounds One person in the group will summarize the excerpt in one sentence Everyone else in the group will write down either a comment or a question based on the sentence summary Everyone will share their comment (I liked what you said about…) or question (I wonder …) Repeat

5. Rounds As a group, choose one summary, one comment and one question to share with the whole group One person from each group will report to the whole group about their summary, comment and question There will be a 1 min discussion (if needed) on the summary, comment and/or question When each group has presented, everyone will comment or question how this relates to their classroom

6. Will classroom discussions help students address their misconceptions? How should students reflect to demonstrate how their misconceptions are corrected? What strategies should be used to ensure all students contribute to the discussion? Are students able to lead a discussion to address misconceptions with minimum influence from the teacher?

7. 39 students taking Math II 32 freshmen 7 upperclassmen 6 students repeating Math II o More demographics of the group to come

8. Lesson Pre-Assessment (Exit ticket) Grouping (common/different misconceptions) Activity to force students to address misconceptions (modeling) Whole Group Discussion (student-led) Post-assessment (Quiz) Reflection

9. Topic: Converting and Simplifying Radical Expressions Format: Pre-assessment (Nearpod) Whole class discussion Labels Activity Reflection Post-assessment (Pearson Success Net)

10.  Your group will take turns matching the labels to each other. One person will grab a radical form and match it to an exponential form or simplified form. Then you will explain to the group why you made your match. There are some labels that do not have matches. Once your group have completed the labels with matches, fill in the label with the equivalent radical, simplified or exponential form. Do not stick the labels on the sheet.

11.  Visiting other groups One person (traveller) will visit the other groups to see their matches and record the information. The other group member(s) will remain and explain their matches. Once the traveller has visited all of the groups, they will return and group will discuss whether to keep their matches the same or make changes.  Complete the reflection on Moodle.

12. 1 student was absent 5 students got less correct from the pre to the post assessment 5 students remained the same from the pre to the post assessment 28 students got more correct from the pre to the post assessment

13. Getting quiet students to talk Sharing Air-Time: Dominating students Motivation Noise Level Off task behavior

14. I want to incorporate Online discussion Paideia Seminar (error analysis) Presentations