CCSS Math

CCSS MATH

Questioning Strategies for Math Discourse: How do I get them talking about math?

THE IMPORTANCE OF DISCOURSE…

“The biggest enemy of learning is the talking teacher.”

~John Holt, an American author and educator

CCSS MATH CLAIMS• Claim #1

– Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

• Claim #2– Students can frame and solve a range of complex problems in pure and

applied mathematics. • Claim #3

– Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

• Claim #4– Students can analyze complex, real-world scenarios and can use

mathematical models to interpret and solve problems.

MATHEMATICAL PRACTICE STANDARDS

• Make sense of problems and persevere in solving them.• Reason abstractly and quantitatively.• Construct viable arguments and critique the reasoning

of others.• Model with mathematics• Use appropriate tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and express regularity in repeated reasoning.

TODAY’S AGENDA• Questioning Techniques– Funneling vs. Focusing– 5Ws and an H

• Talk Moves– Think & Write Time– Partner Talk– Revoicing– Repeat/Rephrase– Agree/Disagree and Why– Adding On

CCSS MATH SUPPORT DOCUMENTS

• Getting Started…– Hand out the revised support documents for this nine

week period.– Break into teams with six people on each team, so each

team has 1-2 standards– We will collect our work! We need one official “recorder”

for each standard.

QUESTIONING TECHNIQUES

• Funneling Questions– How many sides does that shape

have?– Is this angle larger?– What is the product?

• Focusing Questions– What have you figured out?– Why do you think that?– Does that always work? If

yes, why? If not, why not? When not?

– Is there another way?– How are these two methods

different? How are they similar?

LOOK AT THE QUESTIONS WE WROTE ON SEPTEMBER 18TH.

• Which are funneling?• Which are focusing?• We’ll come back to these later…

5WS AND AN H

• Who?• What or what if? • When? • Where? • Why/why not? • How?

• Write focusing questions for each standard to get students talking.

• Focusing questions are best used in the context of problem solving situations and engaging mathematical tasks.

TALK MOVES

• Think & Write Time• Partner Talk• Revoicing• Repeat/Rephrase• Agree/Disagree and Why• Adding On

TALK MOVES =- JIGSAW ACTIVITY

1.What is your Talk Move?2.When and Why is it used?3.Give an example.

TALK MOVESIn addition to promoting a deeper understanding of important and significant mathematical ideas, these classroom discussion strategies:• Encourage more active student listening• Enhance the quality of verbal discourse• Build students’ vocabulary• Help students view problems from different

perspectives• Foster student appreciation for a variety of

thinking and problem-solving styles.

TALK MOVES MODELED

• Watch the video.• Record the “Talk Moves” you see

modeled.–Look for the “talk move” you

learned.–Think and Write

TALK MOVES MODELED

• Where were “Talk Moves” used in the video?– Use “Partner Talk”

• What is one “Talk Move” that could have been added?– Model “Think & Write” and “Revoicing”

• What is another “Talk Move” that could have been added?– “Repeat/Rephrase”– “Agree/Disagree and Why”– “Add On”

THE IMPORTANCE OF DISCOURSE…

• “The biggest enemy of learning is the talking teacher.” ~John Holt, an American author and educator

• The questioning teacher is the friend of learning, developing students into mathematical problem solvers!!

• Balance teacher talk and student talk.

EXIT TICKETS

• Collect the “funneling/focusing worksheets”• Select the “Talk Move” they will work on perfecting

first.