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5 Practices for Orchestrating Productive Mathematics Discussions

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Lindsie DePasquale

on 20 September 2017

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Transcript of 5 Practices for Orchestrating Productive Mathematics Discussions

5 Practices
For Orchestrating Productive
Mathematics Discussions

Student Restating
Wait Time
The purpose of the five practices is to provide teachers with more control over student-centered pedagogy. They do so by allowing the teacher to manage the content that will be discussed and how it will be discussed. Leading to more coherent, yet student-focused discussions.
Apply your reasoning
The objective must clearly define what
students are to know and understand
as a result of their engagement
in the lesson.
Anticipating correct and incorrect responses
Array of representations possible
Procedures that could be used
Interpretations of mathematical concepts
Consideration of which solution paths best demonstrate lesson objective
Circulating the room
Attention to mathematical thinking
Questioning to make thinking visible
Monitor engagement
Help clarify thinking
John has to walk 5
blocks to get home.
If he walks 1/6 of a
block a minute
how long will it take
him to get home?
Giving students time to compose
their responses signals the value of deliberative thinking, recognizes that deep thinking takes time, and creates a normative environment that respects and rewards both taking time to respond oneself and being patient as others take time to formulate their thoughts.
The teacher repeats or
reformulates a students
statements without
stripping authorship
from the student.
A student restates the
contribution of another
without interpretation,
evaluation or critique.
Discussion comparing
ones own reasoning
with that of others.
The selection of particular students and their solutions is guided by the mathematical goal for the lesson and the teachers assessment of how each contribution will add to that goal.
Making purposeful choices about the order in which students' work is shared in order to maximize the chances of achieving their mathematical goals for the discussion.
Focus on the mathematical meanings and relationships, making links between mathematical ideas and representations. The goal is to have student presentations build on one another to develop the mathematical ideas stated within the objective.
“Can you say more about that?”
“What do you mean when you say…?”
“Can you give us an example?”
“I’m confused. What do you mean when you say…?”
"Can you explain your thinking while we watch you do that?”
Full transcript