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Using Math Talk To Promote Student Understanding and Problem-Solving Kim Oliver-Second Grade Melissa Hawley-Kindergarten

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Presentation on theme: "Using Math Talk To Promote Student Understanding and Problem-Solving Kim Oliver-Second Grade Melissa Hawley-Kindergarten"— Presentation transcript:

1 Using Math Talk To Promote Student Understanding and Problem-Solving Kim Oliver-Second Grade Melissa Hawley-Kindergarten

2 Solve this equation: 38+37=

3 Math Talk, Number Talk, Talk Moves In Action
“Talk moves support mathematical thinking that suggest different ways to organize students for conversation and ideas for creating a classroom where respect and equal access to participation are valued norms.” Classroom Discussions: Using Math Talk To Help Students Learn by Chapin, O’Connor, and Anderson 2009

4 What Do Teachers Think About Number Talks
Why Use Number Talks Video courtesy of Math Solutions

5 What Are Talk Moves? Talk moves provide students with opportunities to express their individual mathematical thinking and problem solving approaches during classroom discussions. The purpose and intent of implementing talk moves is to move from teacher led instruction that solves problems with a single solution to student driven discussions where multiple strategies are presented. Using talk moves and math talk allows the teacher to more deeply understand the process that students use to solve a problem.

6 Math Talk In Action Sherry Parrish-Math Talk In Action/Number Talks
Video courtesy of Math Solutions

7 Productive Talk Formats
Whole class discussion Small group discussion Partner talk

8 The Five Talk Moves Say More Revoicing Repeat or Restate Reasoning
Adding on: Prompting Students To Further Participation Using Wait Time

9 Say More Asking a student to expand on what he or she has said because the teacher wants to gain a better understanding of how the student is thinking. “Can you say more about that?” “Tell us more about your math thinking.” “I would like you to expand on that.” “Can you give us an example?”

10 Revoicing The teacher is asking a student to verify his or her interpretation and clarify his or her thoughts. The teacher wants the student to give clarity to his or her answer. “So you’re saying…” “The math thinking that I hear you saying is…” “I hear you saying…Did I repeat that right?” “Let me understand what you said…”

11 Repeating Asking students to restate someone else’s reasoning. By asking one student to rephrase or repeat what another student has said, it gives the class another rendition of the first student’s contribution. “Who can repeat what ____ just said?” “Who can put this into their own words?” “I heard…” “What I hear you saying is…” “I want you to repeat what ____ just said.” Some students may need to have their peer restate his or her answer again. The student must ask the speaker to repeat his or her reasoning. Students are allowed to say, “I didn’t hear. Can you repeat that?” or “I didn’t understand. Can you please say it again?” Once they have heard the response again, the teacher must follow up by asking the student to repeat the speaker’s reasoning. The speaker can also verify if the repeated response was correct. The teacher or the student can ask, “Was that correct?” or “Is that how you said it?”

12 Talk Moves In Action Math Talk First Grade-Repeating Video courtesy of Math Solutions

13 Press For Reasoning Asking students to explain their reasoning. Students need to deepen their shared reasoning. All students must become comfortable with explaining the what and why of their reasoning. “Why do you think that?” “What is your evidence?” “What convinced you that was the answer?” “What makes you think that?” “Why did you think that strategy would work?” “How did you get that answer?” “How can you prove that to us?”

14 Agree or Disagree Asking students to apply their own reasoning to someone else’s reasoning. Students make explicit their reasoning by applying their thinking to someone else’s contribution. This provides students with an opportunity to respectfully agree or disagree with one another. It is important that students support their position by explaining their reasoning. “Do you agree or disagree…why?” “Why do you agree?” or “Why do you disagree?” “Who has a similar idea or a different idea about how this works?” “Does that make sense to you? Why does that make sense?”

15 Adding On Asking students to add their own ideas to someone else’s response. The students are engaged in their classmate’s reasoning. As a result, a more productive and sustainable discussion has been created where students are more willing to participate. “Who can add on?” “Who wants to respond to that?” “______, tell us what you think.” “What more can we say to ______ response?”

16 Wait Time Giving students time to think and time to answer. Silence not speech! The steps to wait time: The teacher poses a question or problem. Students are given 4-5 seconds to think. “Show me your thumbs when you have had enough time.” “Don’t raise your hand until I ask for answers.” The teacher calls on an individual student. If needed, that student is given another 4-5 seconds of think time before responding. The class is given 4-5 seconds to reflect on the speaker’s response. Students that would like to add on or agree or disagree with the discussion have had time to think about their response.

17 38+37= Use the talk moves to discuss how you solved this problem.
Partner Talk-Turn to your partner, share your solution, have your partner revoice your strategy. Small-Group Discussion-Join another pair of partners and use reasoning. Do you agree or disagree with each solution? Why? Whole-Class Discussion-Discuss as a whole group and record various strategies to solve the problem.

18 Classroom Number Talk 38+37
Number Talk Grade 3 Add on Revoicing Press for reasoning Say More Video courtesy of Math Solutions

19 Implementing Talk Moves
In order to successfully implement talk moves, the teacher must establish classroom discussion procedures. Every student listens to what is being said by the teacher and classmates. Every student speaks loudly so that they can be heard. Eye contact is important for effective listening.

20 Why Use Talk Moves Talk formats can be effective in whole group, small group, and during partner discussion. Talk moves create a respectful community that values each student’s contribution to the learning environment. Talk moves allow the teacher to assess student understanding and encourage higher level of thinking during math discussions.

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