| Description |
1 online resource (241 p.) |
| Series |
Corwin Mathematics Series |
|
Corwin mathematics series.
|
| Contents |
Cover -- Contents -- Acknowledgments -- About the Authors -- Preface -- PART I: UNDERSTANDING HIGH-QUALITY MATH DISCOURSE FOR ALL STUDENTS -- Chapter 1: High-Quality Discourse in Math Classrooms -- Comparing Discourse Scenarios -- Defining Math Discourse -- Different Types of Math Discourse -- High-Quality Math Discourse -- Discuss With Colleagues -- Connect to Your Practice -- Chapter 2: Engaging Emergent Multilingual Learners in Discourse -- Knowing More About Emergent Multilingual Learners -- Guiding Principles for Effective Math Instruction of Emergent Multilingual Learners |
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Avoiding the Deficit Language Trap -- Using Appropriate Supports in Your Classroom -- Promoting the Learning of Your Emergent Math Communicators -- Discuss With Colleagues -- Connect to Your Practice -- Chapter 3: Math Knowledge for Facilitating Discourse -- Mathematics Knowledge for Teaching -- Connecting Mathematics Knowledge for Teaching and Discourse -- Using Mathematics Knowledge for Teaching to Select Tasks Worth Talking About -- Attending to Your Own Mathematics Knowledge for Teaching -- Discuss With Colleagues -- Connect to Your Practice -- Key Takeaways About High-Quality Math Discourse |
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PART II: ACTIVATING MATH DISCOURSE IN THE CLASSROOM -- Chapter 4: Teaching Students to Talk About Math -- Setting Norms -- Using Instructional Moves -- Implementing Practices for Orchestrating Discussions -- Taking Stock -- Considering Literacy Techniques -- Discuss With Colleagues -- Connect to Your Practice -- Chapter 5: Structuring Math Lessons for High-Quality Discourse -- The Discuss Phase -- The Explore Phase -- The Launch Phase -- The Plan Phase -- The Reflect Phase -- Discuss With Colleagues -- Connect to Your Practice -- Key Takeaways About Activating High-Quality Math Discourse |
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PART III: TALK TECHNIQUES FORTHE LAUNCH PHASE -- Chapter 6: Story Problem Retelling -- What Is Story Problem Retelling? -- Why Might You Use Story Problem Retelling? -- Getting Started With Story Problem Retelling -- Supports That Help With Story Problem Retelling -- Improving and Adapting Story Problem Retelling -- Examine Practice -- Discuss With Colleagues -- Connect to Your Practice -- Chapter 7: Task Think-Aloud -- What Is a Task Think-Aloud? -- Why Might You Use a Task Think-Aloud? -- Getting Started With Task Think-Alouds -- Supports That Help With the Task Think-Aloud |
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Improving and Adapting Task Think-Alouds -- Examine Practice -- Discuss With Colleagues -- Connect to Your Practice -- Chapter 8: Math Bet Lines -- What Are Math Bet Lines? -- Why Might You Use Math Bet Lines? -- Getting Started With Math Bet Lines -- Supports That Help With Math Bet Lines -- Improving and Adapting Math Bet Lines -- Examine Practice -- Discuss With Colleagues -- Connect to Your Practice -- Key Takeaways About the Launch Phase -- PART IV: TALK TECHNIQUES FOR THE EXPLORE PHASE -- Chapter 9: Think-Pair-Rehearse-Share -- What Is Think-Pair-Rehearse-Share? |
| Summary |
Achieve High-Quality Mathematics Discourse With Purposeful Talk Techniques Engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms-with attention to the needs of every learner-can be a challenge. Based on research, Activating Math Talk tackles this challenge by bringing 11 practical, math-specific, productive discourse techniques to the classroom. You will be guided through each technique with · Classroom examples spanning grades K-5 · Reflection moments to help you relate to your |
| Notes |
Description based upon print version of record |
|
Why Might You Use Think-Pair-Rehearse-Share? |
| Form |
Electronic book
|
| Author |
Heck, Daniel
|
|
Malzahn, Kristen
|
| ISBN |
9781071821602 |
|
1071821601 |
|
