“Good math talk can help students with math sense-making.” “These aren’t new ideas, but they’re practices many teachers have been working on,” Berry said.
#ROUGH DRAFT MATH HOW TO#
Mastery of the common core’s standards for “mathematical practice” means students must know how to do things like construct viable arguments and critique others’ reasoning. Berry, the immediate past president of the organization.īut math discourse got a boost in 2010, when the new Common Core State Standards put a high priority on ensuring that students understood the concepts underlying their calculations. Research studies have described the benefits of discussing mathematical thinking for decades, and the idea crops up in a stream of publications from the National Council of Teachers of Mathematics dating back 40 years, said Robert Q. The idea that “math talk” can have academic payoffs isn’t new. And now, when students and teachers risk feeling disconnected and adrift, there’s even more reason to consider using “math talk” techniques to help students feel engaged and see themselves-and their classmates-as valued mathematical thinkers. The good news, according to experts, is that math discourse is a technique that works as well virtually as it does on paper or in face-to-face classrooms. In that situation, teachers wonder how they can manage to reach all their students, let alone how they can create a class conversation about students’ math thinking. Some have parents who can help with schoolwork, and others don’t. But it’s also a potentially powerful equity strategy, experts say.Īnd as teachers learn how to move instruction online because of the coronavirus, they’re all too aware of the equity issues involved: Some students have computers and good internet connections, and others don’t. Getting students to talk about their thinking process in math can give teachers insight into where they need help.
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