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helps students develop a strong and connected understanding of math concepts.

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Students develop math communication & argumentation skills & the ability to critique the reasoning of others. Also helps them develop deeper understanding of the concepts.

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students develop mathematical

communication and argumentation skills and the ability

to critique the reasoning of others. The practice also

supports students in developing a connected and strong

understanding of mathematical concepts

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Use Think-Pair-Share.

Restate student ideas.

Display and discuss student work.

Allow wait time.

Encourage multiple solution methods.

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Discussions allow for students to develop mathematical communication skills.

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students start to see themselves as "thinkers" as people who can produce knowledge and who can do math!!!

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It helps students develop mathematical communication and arguments to support their critical thinking skills and critique the reasoning of others.

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students learn to value the ideas & contributions of others as well as see the value of their own contributions

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allows students the opportunity to become proficient in articulating mathematical arguments using mathematical language.

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It allows the students to become more comfortable with using math language and to analyze work. They are able to communicate what they may be thinking in a meaningful way. They can structure their thoughts and logic.

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Let student ideas guide the discussion while facilitating, structuring, guiding, supporting, and all the things to maintain mathematical rigor.

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Teachers should use their knowledge to guide students not do the work for them.

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Discourse should be part of the daily routine (not an added activity) that targets a specific math goal. This takes teacher planning and preparation. The teacher needs to establish personal meaningfulness to the students to increase buy-in

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The teacher can facilitate meaningful discourse by providing students with the opportunity to generate and share ideas. The teacher can establish common knowledge and address common misconceptions to support students in their discussion. This can involve highlighting important aspects of student contributions, asking for justifications, and using examples to promote critical thinking.

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"“a more knowledgeable partner who is responsible for ensuring that classroom mathematical practices come to resemble those of the discipline”

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It builds confidence, deepens understanding, removes some of the risk of just being 'right', is equitable, addresses misconceptions teachers may miss and in ways teachers may not think about.

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The teacher can facilitate meaningful discourse by providing wait time, using open-ended questions, and visibly sharing student ideas and contributions. When students have trouble sharing their ideas, it is helpful to show them that they're going in the right direction to boost their confidence.

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Mutual engagement: the teacher is the more knowledgeable participant. The nature of the teacher’s guidance is critical for the productive organization of (or

failure of) a discourse that engages students in meaning making, positions mathematics as reasonable, and builds

the class’s collective body of knowledge together.

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guiding & supervising: guides, supports, troubleshoot, and bring out the best in a group

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So, they can have opportunities to share and receive ideas. Teachers can determine what misconceptions are happening as well.

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Guiding the discussion in a positive way. Creating a supportive environment that promotes sharing and to turn "incorrect" answers into learning opportunities to grow.

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"Teachers can ask students to remind the class of the question being discussed, summarize the discussion so far, or restate the different ideas being considered. By bringing attention back to established reference points, teachers help to

ensure that students continue to be able to make sense of and contribute to the discussion"

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Students learn how to share their thinking about the math and gain understanding from other students' perspectives. It gives them a chance to use the math vocabulary too!

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How can we use anchor charts, reference points, etc in a virtual classroom? I want materials to be constantly available and easily accessed in every session.

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The teacher’s work to support meaningful

mathematical discussions begins before the discussion takes place and includes identifying mathematical goals to pursue for the lesson and unit, selecting the task(s) for that lesson, establishing classroom norms, particularly those that support perseverance, and building relationships with students, to identify a few.

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Love the three words given. Excite, Support, and Guide.

This must be done in all parts of the lesson, through planning, implementing, and reflection.

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In Geometry we've tried to emphasize vocabulary development. Allowing them the opportunity to get comfortable with the mathematical language is so important.

Also, I like the point that students begin to see themselves as "thinkers."

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"Not limited to spoken words, but all mediums and expressions that support support communication and the ex-

pression and exchange of mathematical ideas..."

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Teachers should plan for these meaningful discussions and use higher order thinking questions to get students thinking and sharing with one another.

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Using wait time and also to allow students to build on another's thoughts.

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Consequently, one of the

teacher’s most important functions is eliciting student

thinking.

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1. Eliciting Student Thinking, including providing opportunities for students to generate ideas and then

share their ideas with the class: Desmos draw with non-math

2. Supporting Student-to-Student Exchanges about

Mathematical Ideas, including establishing a common knowledge base from which to work: Rubric with peer editing of constructed responses.

3. Guiding and Extending the Math, including pursuing common misconceptions and ensuring appropriate disciplinary norms to advance the learning of the class. Discussions on "find the mistake and correct it" problems.

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Think pair share, success criteria checklists

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How can teachers assess the effectiveness of their facilitation of mathematical discourse?

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I was wondering about how to use anchor charts in our virtual class as well, but I'm thinking of adding them to my Nearpods maybe...?

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Love the Venn diagram!