## Math Discourse - Class Blog

Share and learn from each other by posting comments, photos, and videos.

Lindsay Henning
1/27/2015 04:21:03 am
I think that asking questions helps lower the kids affect, they're not as nervous, as when they're looking for an answer blindly. They know that the questions are hints or clues to get them on the right track.
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Lou Ellsworth Yow
1/27/2015 08:32:44 am
I found it valuable to discuss all the principles. Two things stood out for me from Monday's class. One was to use MIFF techniques and make "purposeful misteaks". If my students see that I am doing that, they will be more inclined to participate, be willing to make errors and learn from them. I am aware of this concept, but it is not muscle memory. Additionally, I liked the "open sharing strategy" and pointing out that a student is not incorrect. Their strategy is not incorrect, and you need to try another strategy. Once all answers are scribed on the board, any student can switch strategies and "defend" their choice of strategy. Taking the pressure out of answering in public seems to have greater potential for richer discussion. I am trying to get away from the reality of my confident, louder students dominating my math class.
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Erika Lee (kindergarten)
1/28/2015 08:24:53 am
The discussion and analysis of student problem solving work on 1/26/15 deepened my understanding of using questions to move student thinking forward by realizing the importance and significance of checking in with students right away with questions to provide immediate feedback. It is also important to have a discussion and to provide the students with purposeful mistakes so that they can learn from their misconceptions.
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Mo Prince
2/1/2015 01:50:01 am
The discussion and analysis of student problem solving work deepened my understanding of using questions to move student thinking forward in the following ways:
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Angelina Salyers
2/7/2015 09:00:59 am
I have been thinking a lot about "asking questions". Some of the observations I made in my class have confirmed that asking questions can change student thinking tremendously. If students are stuck on a problem, asking a question can help them think another way. If students are explaining an answer and there isn't much depth, asking questions can deepen their explanation and understanding.
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Kathy Koford
2/8/2015 04:21:32 am
I really see the value of "math talks," and I have been using them mostly for the goal of highlighting that there is more than one way to solve a problem. I have also been showing mistakes that I have seen students make on the homework and then I ask students to explain if the problem was solved correctly. They must also justify their response. It definitely is a process teaching students how to share and orient themselves to what other students are saying. Sometimes they repeat exactly what the person before them said because they weren't really listening. I do like the the posters on pg. 22 ( Math Discussion Expectations and Talk Moves to Support Your Learning and Thinking) and plan on posting those in my classroom.
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Debra Roney
2/8/2015 04:47:37 am
Had a good discussion and made a T chart on math drawings and regular drawings... helped a bit in our K Teddy Bear Math question. Hard concept to grasp but we are making progress, think I may invest in "notebooks" for Math journaling at $$ store over the break....we'll see
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Hyun Moon
2/8/2015 10:44:10 am
It was valuable to reaffirm once again the importance of viewing every child as a mathematician capable of expressing their logic behind problem solving (despite presence of errors or misconceptions). Why? It is good to make mistakes. Furthermore, it is pertinent to pose high level critical thinking questions as a facilitator and create an environment that naturally fosters class of students to delve deeper into the process of solving a problem with one another cooperatively and find a meaningful solution that makes sense.
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Angela Villaluna
2/9/2015 01:24:50 am
It was hard at first to see them struggle with a simple task like retelling what you read. They are very eager to come up with a solution more than anything. I was quite surprised at some the questions my students came up with. I liked that their questions really show the type of mathematical thinker each student is becoming. Some students really stretched their solutions.
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Janelle
2/9/2015 05:57:14 am
I have been focusing on implementing principle #1 in my math lessons. I look at the standard and put it in student friendly language on the board and have a volunteer reading the objective before we start the math lesson. Throughout the math lesson, I constantly refer back to the objective, so the students know exactly what they are learning. Another tool I have implemented is instead of telling the students to "go" I give them a math word, and the definition. The students have to repeat to the word and definition back to me before they can begin their task. I have noticed this is helping my students grasp the math vocabulary because they are using the math vocabulary more.
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Michelle Robertson
2/9/2015 06:22:14 am
Sorry,totally forgot to post after last class.
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Amber Hatfield
2/9/2015 06:24:26 am
After our class, I have made a more conscious effort to determine a clear math goal before every math discussion. I have sentence frames posted in the classroom to help facilitate good discussions. Our class also reconfirmed the importance of creating conjecture posters in the classroom. I enjoyed principle 4 that states that all ideas are important.
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Tom Martin
2/9/2015 06:51:18 am
I appreciated they way in which Eileen and Cath guided us in creating our +1 question. I was at first concerned that the +1 needed to add complexity, and was relieved to find that it is more focused at meeting the students where they are at.
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Julie
2/10/2015 05:55:07 am
I found it valuable to talk to fellow Kindergarten teachers regarding the math stories we gave the students. There were important things I forgot to do, like have them share out with each other how they found the problem. I also love how Catherine and Eileen do things in class to model what we could be doing in our classes. I come back with such great ideas.
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DeMaur Herrera
2/23/2015 01:55:40 am
I really like the idea of making purposeful errors and modeling the thinking behind it. I learned a lot from all four practices and can see how important it is to have these set in place when designing the lesson. I really want my students to be able to look at others' work with a critical mind and look for evidence or lack of evidence. I want to really work on our discussions using the proper terminology.
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