Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Hi everyone!
Mark
Instructional coach
Niagara Canada
I’m sure I will be raiding my kids’ Halloween bags for some Reese peanut butter cups.
#elemMathChat
My name is Tarja Nelsen and I am a senior elementary education major at Concordia Moorhead. My favorite Halloween is candy is sour patch kids. #ElemMathChat#CCED334
Hi! I'm Melynee in OK where I T 6-8th grade Ss w/disabilities. My favorite is Halloween Crack! AKA Caramel Chex Mix https://t.co/SoJjI8acTx#ElemMathChat
A1: I work hard in the first month of the year to build a culture where continuing to ask more questions, explore, etc. is the norm. Starting the year in that mindset makes a big different for how the rest of the year goes. #elemmathchat
A1: I think building that classroom culture right from the beginning of the year is key. Offering opportunities that all students can engage with #elemmathchat
I'll be listening in from the standpoint of having effective math discussions at home. Younger daughter is getting an IEP with interventions focused on math. #ElemMathChat
I think that one of the best way to create a productive math discussion is through solving math word problems because students have the opportunity to share differents strategies #elemmathchat
A1 For my intervention classes, I have Mindset Monday and we spend the class doing number talks. Throughout the week, I continue the process in whole group instruction by asking students to explain how they know the answer. #elemmathchat
In my K classroom having routines help students have cues to know how to participate in the conversation: "I agree/I see it another way/a hand signal for me too, etc." #elemmathchat
A1: First, having norms is so important. Love the suggestions from @YouCubedOrg. Next, so important to incorporate math talks/number talks into classroom routines. #elemMathChat
A1: Establishing an environment in which children are comfortable sharing their thinking is key. Kids have to feel safe in taking risks - and not be scared to share their thinking even if they know it might be wrong! #ElemMathChat
A1
If we want a classroom where real discourse is happening, then we need to actually be engaged in opportunities to think, to share, to make a conjecture and to defend that conjecture.
This requires a classroom where we want Ss learning WITH & FROM each other.
#elemMathChat
I think this is such an important piece. Building a culture, whether K or 5 helps build a base where students feel comfortable sharing their thoughts. Without it, these conversations stall or fail to start #elemmathchat
A1: @numbertalks@WODBMath and splay by @SteveWyborney help create a culture of discussion in my math classroom. They students love these activities and hold me accountable to use them regularly. #ElemMathChat
A1: In my K classroom having routines help students have cues to know how to participate in the conversation: "I agree/I see it another way/a hand signal for me too, etc." #elemmathchat
A1 I intentionally teach talk moves from day one. Our first INB entry is supports for discussion starters. I also start every day and every lesson with What do you notice and wonder. Invitation to communicate and value all contributions. https://t.co/YYp3X3nLaa#ElemMathChat
A1 I create a positive classroom environment with opportunities to have a productive struggle, perseverance, and understanding a growth mindset. #elemmathchat
A1: Again - from the perspective of HS here - I spend a lot of time working to convince my students that being "fast" does not mean you are "good" at math. I push myself to ask questions whose answer I don't know - what did you find? how did you get there? etc.
#elemmathchat
A1
If we want productive math discussions in our class, then we need to provide more opportunities for students to share their thinking Before WE share our thinking.
Start where our Ss are, with THEIR thoughts!
#elemMathChat
This was a topic that my school has been emphasizing this year. How often are students able to learn with and from each other? How often are they able to discuss math with each other? #elemmathchat
A2 I also intentionally use routines for reasoning that promote productive discourse and problem solving. Students know that we are all teachers and all learners. We develop our norms and expectations as a group. All bought in! #ElemMathChat
I think to create that environment it would be best to introduce at the beginning of the year so it starts to become the norm for students. I am interested in hearing how would be the best way to create that. #ElemMathChat#CCED334
@numbertalks have opened up a world of rich discussions beyond what I could imagine. Letting kids share how they "see" math is beneficial for all! #elemmathchat
In reply to
@LemmonLady, @numbertalks, @WODBMath, @SteveWyborney, @numbertalks
Absolutely. It's interesting to see the time spent on how often teachers are talking vs how often students are discussing math independent of the teacher. #elemmathchat
Tarja, I start by introducing it in non math lessons. When we are learning about one another and when we are learning about team work. Here is my go to file for the beginning of the year. I loop with my Ss so I shake it up each year. https://t.co/eWvQ9b9ghJ#ElemMathChat
I should say we're continuing to discuss it, as it's an initiative. Many of us are finding that the amount of time students discuss math often depends on the task and moving towards tasks like that takes a shift. #elemmathchat
A classroom where we believe kids can learn WITH and FROM each other positions ALL students as being capable. Here we need to look for student strengths and move students forward from where they are by capitalizing on each other’s strengths.
#ElemMathChat
Gosh- so true!! Beyond a math skill, math discussions should mirror an environment of collaboration and visible learning! It should reflect a classroom culture of shared respect and care. #elemmathchat
I'm struggling to come up with my favorite Halloween candy. I did , for the first time, catch a glimpse of the limited time only Chocolate Twinkies and I'm not sure how I feel about this. Can't go wrong with chocolate but the Twinkie has stood tall for a long time #elemmathchat
I really worry about that. I think that is not about elem. Ts but about the types of Qs kids are asked to do in K5. If you ask basic questions where there is one right answer, speed can't be ignored, and valued. I think we need to be asking different questions. #elemmathchat
Gosh- so true!! Beyond a math skill, math discussions should mirror an environment of collaboration and visible learning! It should reflect a classroom culture of shared respect and care. #elemmathchat
A1 I notice older Ss figure if they sit there long enough the T will tell them the answer. I can out wait-them! That helps set the “tone” for a vibrant collaborative math classroom. #ElemMathChat
I see potential with #vnps. In my feedback surveys, many students enjoyed using the whiteboards and markers as it gave them another way to show/communicate their learning w/other students. #elemmathchat
#elemmathchat Actually being a mathematician, or thinking mathematically is totally about perseverance - trying something one way, then another, mulling it over, letting it bubble in the back of your mind for a week, and then having an epiphany. (hopefully!)
A2, lots of turn and talk, small group work. If doing a number Talk or Daily Data, or a number routine, I just have to try and keep them all engaged and involved in conversation. #elemmathchat
A2: Often coming into classrooms as an outsider, and not knowing the students well, "Turn and Talk" is one of the quick easy ways that I hold students accountable for talk. #elemmathchat
A2. I've used popsicle sticks or a randomizer program to pick students to discuss math topics. I've also asked students to write down 2-3 thoughts that they'd like to present beforehand. I believe the think time plays a role. #elemmathchat
A2
There are many structures to allow your students to talk more:
-turn and talk
-5 practices
...
But really what we want is for more comments happening between us talking.
Me
S1
S2
S3
Me
S1
S4
S5
S6
...
#elemmathchat
A2 We use phone a friend, please add on, compare and contrast, we also use pick a side and work together to convince us! Also random call ons is still something I use to keep all on their feet. I do use thumbs up instead of hands up too that way all have Think time! #ElemMathChat
A2: I don't call students based on raised hands. I use popsicle sticks with their names on it. If they don't know the answer, I give them the opportunity to exercise their brain through productive struggle. Kids love it. #elemmathchat
I'm hopeful that that approach accommodates kids who work at all speeds... so kids otherwise falling behind can still work on those questions along with everyone else. #ElemMathChat
I think the tricky thing to balance is helping Ss feel free to share their creative thinking but also stay connected. Sometimes my kinders are so eager to show a "different" way that the convo goes off track. So we begin to talk about being "efficient." #elemmathchat
In reply to
@HeatherSugrue, @JeremyDBond, @JeffPieros
A2. I like the idea of students doing partner sharing first so that everyone gets a chance to say the idea. This allows a lot of participation at one time. After they partner share, they could share their idea with the class. #ElemMathChat#CCED334
A2
Instead of having students “present” their answer TO the class (while audience listens passively)...
Have Ss come up and not say a word. Ask the class to discuss what they notice. Start a conversation from there!
#elemmathchat
A2: Ensuring that there are many different opportunities for kids to share. Turn and talk, plenty of wait time, strategic partnerships, not always calling on the kids whose hands are up. And, honestly, the belief that all voices are important. #ElemMathChat
A2: I really try to call on as many students as possible during #numbertalks to get lots of ideas. I feel like it is just a class norm that we all have something to share.
Also, I do a lot of random partnering to allow for fresh discussions. #elemmathchat
And when I see the "deer in the headlights look," I know that's a perfect time to give some wait time and then do a turn and talk - before sharing out #elemmathchat
A2: Also, ensuring there is scaffolding for kids who might need it - and ELLs. Things like sentence frames or sentence starters to help kids get started. #ElemMathChat
I find that when Ss know and truly understand that the T wishes to hear their thinking and not the answer they become more willing to share. Then it’s less about accountability. #elemmathchathttps://t.co/1JxXh6TUPt
A2
Turn and talk.... follows by “tell us what your partner said” or “who had a conversation where you and your partner had different ideas?”
#elemmathchat
So encouraging to hear that working deliberately can pay off. Not every kid is Einstein, but weren't teachers unimpressed with his pace? ;) #ElemMathChat
Exactly! It’s still about culture building over any paper pencil thing for me. Not everyone has to share everyday for me to feel they are engaged/participants #ElemMathChat
A2: I am looking forward to trying a technique that I have been reading about on #MTBos - call on a kid and say "Ask me two questions" instead of the usual "Does anyone have any questions?"
#ElemMathChat
Yes, a big part of discourse it to extend and deepen student thinking and to connect those thoughts to each other and to the math - SO MUCH MORE than answer getting #elemmathchat
Hopefully all of our students have the opportunity to hear from each other, not just a pod of kids their teacher thinks is about the same level.
#SmarterTogether#elemMathChat
OH! That is rich! I have been asking what questions do you have and that has opened up lots of questions, but I LOVE this too! Working it in! #ElemMathChat
I love using an app called @Seesaw It is incredibly S friendly and a powerful reflective tool that has many avenues of value! Math thinking is only one of its uses in my classroom! #elemmathchat
Agreed you don’t have to hear from Student A every day, but there comes a day when you MUST hear from Student A because they have you wondering about what they know. #ElemMathChat
It's not always possible "in the moment" but if you've had time to think about how to structure the conversation (like if you're planning a reengagement lesson) it is sometimes helpful to think about how to strategically partner kids! #elemmathchat
Let’s remember, if you are using the 5 Practices, it’s not a Show-and-Tell time.
Pick a few samples that will really drive a rich conversation about the math you are learning (not about how good an answer looks like).
#elemMathChat
I agree to a point. But the leap to thinking algebraically is the one where I think students face challenges, at which point your knowledge of a times table becomes almost irrelevant. (I say all of this knowing much work is needed in the HS curriculum as well)
#elemmathchat
In reply to
@LemmonLady, @JeremyDBond, @JeffPieros
Using #numbertalks has really taught me to put the marker down and listen intently to exactly what Ss are saying.
Makes me think of @SueOConnellMath#MP6 using precise language
#elemmathchat
Do. The. Math. First.
Do it your way, do it my way. Do it the way you saw someone else do it. Do it inefficiently. Do it backwards. Make mistakes. This helps to anticipate the directions and connections you will need to know. #ElemmathChat
A3: Using #numbertalks has really taught me to put the marker down and listen intently to exactly what Ss are saying.
Makes me think of @SueOConnellMath#MP6 using precise language
#elemmathchat
A3: I keep notes from all of my lessons in OneNote. I will review my past notes from a similar lesson to see what questions came up the last time I taught the topic. #elemmathchat
a3 I record all Ss sharing/thinking Then I read what is recorded & ask a follow up ? like what do you notice/wonder What relationships/patterns do you see? What conjectures/strategies are emerging? Where do you want to go from here? #ElemMathChat
Yes. As with anything else we have to watch out for Ss who continually use the “agree” signal but give little to the conversation as to why. #ElemmathChat
A3
We get better at Anticipating if we:
-do the math first in more than 1 way
-ask other to do the math & compare
-think about what mistakes or misconceptions might happen
-spend time watching/listening to students AS they work
-consult professional resources
#elemMathChat
A3. I think it is important that you know the answer to the question and look at it from the students point of view. It will allow you to see what they might be confused about or other ways they might solve it. #ElemMathChat#CCED334
They all have calculators (or their phones) in hand all the time - I don't mean to be dismissive here. I agree that knowing your multiplication facts with single digits numbers can be helpful, but beyond that, technology is in action.
#elemmathchat
In reply to
@JeremyDBond, @LemmonLady, @JeffPieros
Agreed. What struggles did you encounter, what mistakes happened, why did you decide to ____? All questions that help anticipate. Being able to anticipate often comes from our own experiences, not always what the curriculum guide communicates. #elemmathchat
A3 Marian Small's mantle resources as well as Ontario's Guide to Effective Mathematics both give student example responses which are beneficial when anticipating how students will respond. #elemmathchat
A3 Before I can anticipate I have done the problem every way I can think of to do it! Then I record Ss share outs and lead a discussion around that. #ElemMathChat
Learn multiplicative relationships well and your kids will do well.
But don’t worry about speed.
I want kids to be fluent readers, but I’d never time them! That wouldn’t be helpful at all!!!
#ElemMathChat
In reply to
@JeremyDBond, @HeatherSugrue, @LemmonLady, @JeffPieros
A4
“Revoicing” is great when we are providing precise language for our class. It’s about making sure we are getting to the important mathematics that a student is attempting to explain.
Don’t forget, this can often be done by Ss instead of us.
#elemmathchat
A4 I tend to use revoicing when I can tell most Ss are not there yet or to clarify. I may revoice first and then ask Ss to revoice, but in their own words. Sometimes hearing the same idea in another way provides more processing for understanding #ElemMathChat
A4: I think we have to be careful when revoicing misconceptions and mistakes. We have to be careful to discuss these without making students self conscious about them. #elemmathchat
A4: Some ideas that student say in class are relevant to address the topic, and it is important teacher take advantage of that. I believe each teacher can identify the proper moment to revoice. #elemmathchat
HINT to administrators here tonight - providing teachers with the time to co-plan will result in better teaching and as a result deeper learning. :)
#elemmathchat
I feel like we need to SLOW down math class. Lear to really listen to each other. And that’s not just T-S, but S-S-S as well. Take time to really understand each other’s thoughts. #elemmathchathttps://t.co/GZqskXWB1z
That speed factor is something that elementary math teachers have a hard time getting over. We see how knowing your facts could really help (or hinder) you in problem solving.
In reply to
@JeremyDBond, @JeffPieros, @HeatherSugrue
I am working on not repeating just out of habit but only if the sound was muted. If I avoid repeating Ss are more encouraged to listen to one another. Especially if they want to agree/ add on/ or disagree. But it is a hard habit to break!
A4: I try to use revoicing sparingly, or I end up doing most of the talking...I like to use it to share vocabulary terms that students are referring to. #elemmathchat
Turn and talk is great! Sometimes Students need specific things to talk about and know they will be asked to share their findings with the group. #ElemMathChat
A4. I think it is important to revoice/clarify when it seems your students are not understanding the material. I also think it is a good idea to re voice when a students make a good discovery. #ElemMathChat#CCED334
A5: Stop evaluating responses as right or wrong....or at least evaluating them so quickly! It shuts down conversation and also discourages kids from sharing unless they think they are "right"! #ElemMathChat
A5 It is important to model. Ss need to see it and practice. Ss need to feel comfortable to ask questions. My Ss have #8SMP question stems to assist with quality questions #elemmathchat
A5: When we are doing number talks, I don't say if the answers are right or wrong. I let the students talk through their strategy, and facilitate the discussion by asking if anyone got a different answer or used a different strategy. #elemmathchat
A5. I think it would be a good idea to have the students share in a group first or have them hold up their answers. This would allow you to see if all of the students are getting the right answer. #ElemMathChat#CCED334
A5: I love #noticewonder
And #wodb for turning the discussion around. A lot of times my Ss will chime in to a discussion with "Can I just add a notice/wonder?" It really helps discussions seem more flexible and accessible to every learner.
#elemmathchat
a5 Let students do the RE of the IRE! Why do I have to respond or evaluate? I know my students can do that and more rich discussions will follow! #ElemMathChat
Involving students in quality math discussion is matter of time. When teachers prepare scenarios where students feel the necessity to participate, they get used to doing it and after some time they have initiative to share their ideas. #elemmathchat
A5. The IRE method often reminds me of my K-12 experience. Shifting this takes time and sometimes involves risk. It can be a powerful experience when students regularly communicate their math ideas to their peers. #elemmathchat
A5
If we ask simple right/wrong Qs, and only hear from 1 kid who already had their hand up to answer us, we might have a false sense of student readiness.
To fix this we should:
-ask questions that involve more thought
-use talk moves (below) to include more Ss
#elemmathchat
Reminds me of being able to put on a teacher pokerface. Students are looking for the yes or no. Asking them to dig deeper and move beyond that is a challenge, but so worthwhile. #elemmathchat
