id: 06467670
dt: j
an: 2015e.00368
au: Trocki, Aaron; Taylor, Christine; Starling, Tina; Sztajn, Paola; Heck,
Daniel
ti: Launching a discourse-rich mathematics lesson.
so: Teach. Child. Math. 21, No. 5, 276-281 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D42 C72 C52
ut: teaching methods; discussion; concept formation; lesson plans; think-aloud
strategy; mathematical thinking
ci:
li: http://www.nctm.org/publications/article.aspx?id=43583
ab: Summary: The idea of elementary school students working together on
mathematical tasks is not new, but recent attention to creating
purposeful discourse in mathematics classrooms prompts teachers to
revisit discourse-promoting strategies for mathematics lessons. The
Common Core’s Standards for Mathematical Practice encourage teachers
to foster opportunities for students to make conjectures, analyze
situations, and create and argue solutions with one another. The type
of purposeful discourse that promotes these behaviors supports the
development of students’ conceptual understanding around high
cognitive-demand tasks. However, facilitating this type of discourse is
no easy feat. How can teachers implement a lesson that promotes
purposeful mathematical discourse? In this article, the authors focus
on the beginning of a lesson that is organized around a high-demand
task; that is, they focus on the launch phase of the lesson, when the
teacher is getting students ready to work on the task. (ERIC)
rv: