Creating Math Talk
Puppies Darrell and Charles each have a
puppy. The two puppies have a weight of 20 pounds. The weight of Charles’ puppy is two pounds more than twice the weight of Darrell’s puppy. What is the weight of each puppy? Draw a model Make a Table, Chart, or List Explain and Justify your answer Search for patterns
Math Talk Question StemsEach Person will pick one card and
have 1 minute to answer the Question on that Card
If the person cannot talk for one minute ask probing questions
If done early discuss how can I use this activity or a similar one in your classroom
Frayer Foldable:Fold Paper into ¼’s
Upper Left: DefinitionUpper Right:
Environment/TransformationLower Left: How do I get there?Lower Right: For My Classroom
Math TalkDefine: “Math Talk” in your
own words. Take a few minutes to reflect and write down your thoughts.
Math TalkMath Talk is not just simply having
students take turns telling their method.
It is an instructional conversation directed by the teacher that allows students to talk as much as possible.
Math Talk is focused on developing understanding for all children in the class.
Math Talk Key ComponentsQuestioningExplaining Math ThinkingSource of Math IdeasResponsibility for Learning
Learning Progression ScaleLevel 3TARGET
The teacher is a co-teacher and co-learner. The teacher monitors all that occurs and is still fully engaged. The teacher is ready to assist, but now in a more peripheral and monitoring role (coach and assister).
Level 2 The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community.
Level 1 The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community.
Level 0 This is a traditional teacher-directed classroom with brief answer responses from students.
Math Talk EnvironmentSo, what does an environment
conducive for “Math Talk” look like?
Talk with a partner and brainstorm a few ideas.
Math Talk EnvironmentIn true Math Talk, teachers create
a Math Talk Inquiry environment and encourage constructive discussion of problem-solving methods through well-defined classroom activity structures, based on the four crucial aspects of Math Talk.
Dr. Karen Fuson, Math Expressions
Math Talk EnvironmentGradual processRequires teachers and students
taking on new rolesTeachers must work their way up
all three levelsEveryone is a teacher and a
learner
Gradual TransformationA shift from teacher as sole
questioner to both children and teacher as questioners
Children increasingly explaining and articulating their math ideas
A shift from teacher as the source of all math ideas to children’s ideas also influencing the direction of lessons
Gradual TransformationChildren increasingly taking
responsibility for learning and for the evaluation of themselves and others
Increasing amounts of student-to-student talk with teacher guidance as needed
Math Talk Learning Community
Differentiated Math Talk Activity
In a Grade group or Special Area Band look at the activities given to you
Pick one activity and come up with three question stems used for math talk
Discuss how you would run your math talk Discuss what kind of barriers there might
be to this activity Discuss other strategies and ways to
differentiate this activity
Is this just one more thing I have to do?
It is part of Math Practice 3, so you are most likely doing it already.
It is part of your ELA standards in developing oral language, so you are most likely doing it already
It is just a way to streamline what you already do.
The answer then is, “NO” but here are some tools to help bump it up to the next level
JigSaw Math Talk Each Group will take a portion of the article and report out to the group.
ReflectionHow might we go about
transforming our classrooms into student-centered, student-led “Math Talk” environments?
Math Talk Structures
Solve and DiscussStep-by-StepStudent PairsStudent LeadersScenariosSmall GroupsRe-voicing
Math Talk Structures
What other ideas do you have to engage learners in “Math Talk?”
Let’s share aloud so that everyone benefits from our discussion.
Common Core Question Stems Mathematical Practices 1-8
Choose 1 “Math Talk” StructureChoose 1 “Math Talk” Questions Per MP
Look over the “Math Talk” structuresChoose 1 “Math Talk” structure to
implementChoose 1 “Math Talk” Question Stem
for Each Mathematical PracticeUse these in your classroom this year.
Objectives- Status Check
Walkthrough BDS Math Framework Walkthrough Model Math Lesson K-2 Walkthrough Model Math Lesson 3-5 Math Talk- Digging Deep with MP3
Next Steps and Support: DATE TBA(Coaching/Peer Observations)
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