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Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6
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Review
Classroom Discussions, Using Math Talk to Help Students Learn by Suzanne H. Chapin, Catherine O Connor, and Nancy Canavan Anderson makes classroom discussion come to life by giving clear examples to use and actual classroom dialogue that has been tested. It begins by stating results from Project Challenge, a research project funded by the US Department of Education. This project showed that students were able to think deeply and with more insight in mathematics when they were able to discuss their mathematical ideas, and test results from Project Challenge support this.The authors quote teachers and students in real classroom situations. For example: Mrs. H: So let's hear what you have decided about the pattern in the chart. Student: Me and my partner think the pattern is that the answer is twice as much as the bottom number. Mrs. H: Let's hear from another team. This small piece of dialogue shows how the teacher becomes a facilitator and the students can become mathematical thinkers.The writing of the book is clear and easy to follow. The authors begin by discussing The Tools of Classroom Talk, general moves that lead to productive dialogue. One is revoicing, e.g., Can you repeat what he just said in your own words? or What other ideas would someone else like to add on? These are just a few examples of some tools to increase classroom talk. The book flows smoothly with topics on mathematical concepts, computational procedures, solutions and methods for problem solving strategies, and reasoning. It is written as if the authors are speaking directly to the reader. The chapters Planning Lessons and Troubleshooting answer many questions such as what to do if students won't talk or if their answers are superficial. I felt like I was observing the classrooms throughout the book. Each example of talk in action included strategies or talk moves" that are tools for teachers to try as they implement classroom discourse in their mathematics teaching.As I read the book I kept nodding my head in agreement. I have observed and used some of the techniques suggested, such as Can you repeat what he just said in your own words? and asking students to apply their own reasoning. One of the best examples of students sharing their solution methods and strategies is through problem solving when other students say, Oh, I get it now! once they have observed another student's example. This shows me their depth of understanding and allows students to consider another solution strategy they may not have considered. I highly recommend reading this book and trying the techniques offered. I believe you will see a difference in your classroom. Reprinted with permission from Intersection, 2004, by ExxonMobil Corporation. --Tod Frank, Math Specialist at John Adams Elementary School in Alexandria, Virginia. From the Winter 2004 2005 issue of Intersection, a newsletter of the ExxonMobil Corporation and the National Council of Teachers of Mathematics (NCTM).In this book, the authors explain how conversations among students enhance the understanding of mathematical concepts. Throughout the text, the authors show how to integrate the following practices into mathematical instruction to promote classroom discourse: revoicing, restating, applying reasoning, using wait time, prompting students, and using whole-classroom discussion, small-group discussion, and partner talk. The book includes annotated examples of how to apply these strategies in elementary school classrooms. The use of discussion is supported by background information. The authors provide step-by-step instructions for the implementation of discussion strategies. They also stress the importance of planning for instruction and offer a lesson-plan format that includes problem-solving strategies. Preservice and newly appointed teachers will find this book to be a useful resource for promoting discussion in the classroom. Although the authors do not address in-depth evaluation of pupil performance, the presented strategies are valuable as instructional tools for all curriculum areas.Reprinted with permission from NCTM, © 2005 --Review by Mark Levy, elementary school supervisor in Bayside, New York. From the February 2005 issue of Teaching Children Mathematics, a publication of the National Council of Teachers of Mathematics (NCTM).
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About the Author
Suzanne H. Chapin is an associate professor of mathematics education at Boston University. She is interested in mathematics curricula, the education of the gifted, and how to further the mathematics achievement of economically disadvantaged students. Over the past twenty-five years, she has directed many projects and written many books in these areas. Suzanne is the coauthor of Math Matters: Understanding the Math You Teach, Grades 1-6.Catherine O Connor is a professor in language and literacy, and in linguistics, at Boston University. She teaches and conducts research in linguistics and in education, the latter with a focus on language use in classrooms. For the past ten years, she has been director of the Program in Applied Linguistics in the Graduate School of Arts and Sciences at Boston University.Nancy Canavan Anderson is an elementary and middle school mathematics educator in the Boston area. The coauthor of Good Questions for Math Teaching, Grades 5-8, Nancy is also a Math Solutions consultant. Currently, Nancy is a doctoral candidate in mathematics education at Boston University.
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Product details
Paperback: 232 pages
Publisher: Math Solutions; 1st edition (July 1, 2003)
Language: English
ISBN-10: 0941355535
ISBN-13: 978-0941355537
Product Dimensions:
7.5 x 0.8 x 9.5 inches
Shipping Weight: 1 pounds (View shipping rates and policies)
Average Customer Review:
4.6 out of 5 stars
19 customer reviews
Amazon Best Sellers Rank:
#1,304,680 in Books (See Top 100 in Books)
I've been reading a lot of literature on Math Talk and how, when done correctly, it increases your students' understanding of mathematical concepts. When I started reading this book, I knew it would help me further develop my ability to facilitate it in my classroom. I like how the book introduces 6 techniques at the beginning and then goes into greater detail. I especially like how they use classroom examples to demonstrate the techniques. Although you may have heard of many of the techniques before, and probably already use them on your classroom, this book will be beneficial to experienced teachers since it explains the why behind them and to a depth that is invigorating. It makes me excited to come to school each day!
The great strength of this book is that it shows how to implement a method for improving students' thinking and communication skills in adverse circumstances, and to overcome students' resistance and our own occasional bad starts and blunders. Much of this information is presented in the form of examples that showed what the teacher intended to do each day, how it played out in the classroom, and what the teacher did next.The authors began their own use of Math Talk in 1998 with about 100 fourth graders, mainly from economically disadvantaged homes where English was not the primary language. Few of the students had shown potential in mathematics. Seventy-three percent of them tested as "below average" on the TOMA-2 test.The students were divided into four math classes of about 25 students each. The "Math Talk" strategy emphasized high-quality discourse, especially universal participation, attentive listening, and (over time) clear answers to the question, "Why do you think that?" By the end of the first year, teachers in other subjects noticed the students' striking ability to verbalize their thoughts and explanations. After two years, none of the students tested as "below average", and 77% tested either "above average", "superior", or "very superior".I was impressed with the insights that students developed as they interacted within the framework (and behavioral rules!) provided by Math Talk. I recommend this book highly, but teachers who are thinking about implementing Math Talk can save time by being aware of places where the authors go wrong.The authors note, correctly, that one aspect of "mathematics" is a language, whose words and symbols have meanings that are social conventions. Those meanings cannot be arrived at reliably via Math Talk. Therefore, we should teach students the standard meanings, thereby saving time for topics where Math Talk really shines.Having read this advice from the authors, I was perplexed to see them praise cases where teachers used Math Talk to arrive at definitions of triangles, "fair" games, and mathematical symbols. What those cases show isn't the successful use of Math Talk; instead, they show how easily we can convince ourselves that we're "deepening students' mathematical understanding", when we're actually herding them, subtly, toward accepting established social conventions.But don't let these issues prevent you from reading this book. Please note, too, that there is now a second edition, in which they may already have been remedied.
I had to buy and read a lot of professional development books for my Elementary Education degree program and this was one that I actually enjoyed reading. It is filled with tons of helpful examples and ways for using the math talk strategies in real classrooms. I used the discussion strategies during student teaching and it was awesome to see and hear my little 3rd graders after we had worked with our math talk for a few weeks.
Very happy with book
Excellent, but several years old. Probably a lot more current books out.
This is the approach which I have been looking for since I mentored fellow students in math. I realized then that each student was working from a different base, so that to get them on a common page requires this level od discussion; exploring how others understand the task at hand.
Good read.
very helpful! A must for implementation of math talks.
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