Intentional Lesson Discussion: Transforming Math Classrooms
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Description
Book Introduction
Math classes depend on the teacher!
A book that presents practical methods for effectively structuring and questioning mathematical discussions according to intent and purpose!
For each discussion type, we provide lesson plan ideas that you can use directly in your lesson plans!
* Did you have trouble figuring out how to continue the conversation after asking why it was done that way?
* In the end, didn't we end up going back to the traditional teacher-centered explanatory classes?
* I know that discussion classes are important in math class, but I don't know how to lead them specifically!
* Teachers need to go beyond simply explaining why, and set different goals and engage in different forms of mathematical discussion depending on the problem-solving strategies they teach!
Teaching through classroom discussions in math classes is never an easy process for teachers.
This book is not just about helping teachers talk mathematically with their students; it's also a great guide for teachers to "intentionally and strategically" engage students in mathematical discussions in groups or across the class.
- Professor Yeo Seung-hyun, Daegu National University of Education (former professor at Alabama State University, USA)
* Highly recommended for anyone who wants to engage in mathematical discussions!
* Discussion support strategies for effective math discussions!
* Also provides many different types of math conversations that can occur in the classroom!
A book that presents practical methods for effectively structuring and questioning mathematical discussions according to intent and purpose!
For each discussion type, we provide lesson plan ideas that you can use directly in your lesson plans!
* Did you have trouble figuring out how to continue the conversation after asking why it was done that way?
* In the end, didn't we end up going back to the traditional teacher-centered explanatory classes?
* I know that discussion classes are important in math class, but I don't know how to lead them specifically!
* Teachers need to go beyond simply explaining why, and set different goals and engage in different forms of mathematical discussion depending on the problem-solving strategies they teach!
Teaching through classroom discussions in math classes is never an easy process for teachers.
This book is not just about helping teachers talk mathematically with their students; it's also a great guide for teachers to "intentionally and strategically" engage students in mathematical discussions in groups or across the class.
- Professor Yeo Seung-hyun, Daegu National University of Education (former professor at Alabama State University, USA)
* Highly recommended for anyone who wants to engage in mathematical discussions!
* Discussion support strategies for effective math discussions!
* Also provides many different types of math conversations that can occur in the classroom!
index
Recommendation v
Translator's Preface ix
Acknowledgments xii
Chapter 01 Introduction
Principle 1: Mathematical discussions should realize the goals of mathematics.
5
Rule 2: Students need to know what to share and how to share it.
7
Principle 3: Teachers should encourage students to collaborate with other students to discuss mathematical ideas.
8
Principle 4: Teachers should emphasize that students are meaning/conceptual learners and that every student's ideas matter.
9
Discussion of open problem-solving strategies: 10 cases of head counting
Targeted Discussion: Follow-up Questions on Headcount 16
Preview 24
Chapter 02 Discussion of Open Problem-Solving Strategies
What is an open problem-solving strategy discussion? 30
How to Start an Open Problem-Solving Strategy Discussion? 30
Planning an Open Problem-Solving Strategy Discussion 36
Implementing Open Problem-Solving Strategy Discussion 37
Discussing Open Problem-Solving Strategies in a Fourth Grade Classroom Through Instantaneous Images: Lesson 1, Lesson 39
Discussing Open Problem-Solving Strategies in a Fourth-Grade Classroom Through Instantaneous Images: Lesson 2, Part 46
Discussion of Open Problem-Solving Strategies through Problem Solving in a First-Grade Classroom 54
Establishing Norms for Mathematical Discussion Using Open Problem-Solving Strategy Discussion in a First-Grade Classroom 59
Questions for Summary and Reflection: When might it be appropriate to attempt a math conversation based on open problem-solving strategy discussions? 63
Chapter 03 Targeted Discussion: Type 1 - Comparing and Connecting
Planning a 'Compare and Connect' Discussion Type 67
Compare and connect two strategies for first-grade addition 68
79 Third-grade "Compare and Connect" discussion formats centered on number lines and charts of numbers up to 100
Questions for Summary and Reflection: When is it appropriate to engage in a "Compare and Connect" discussion? 89
Chapter 04 Targeted Discussion: Why? Justifying
Type 94 of Justification
Starting the "Why? Justifying" Discussion: Why do we add 0 when multiplying a number by 10? 96
4th Grade Classroom Lesson Episode: Justifying the Distributive Property of Multiplication 112
Questions for Summary and Reflection: When Should We Discuss "Justifying Why?" 125
Chapter 05 Targeted Discussion: Decide on the Best Strategy and Explain Why
Kindergarteners Think 'What's the Best Way to Record Our Counting?' 130
Counting backwards vs. counting one by one for third graders 138
Questions for Summary and Reflection: When should we discuss "Determine the Best Strategy and Explain the Reasoning"? 150
Chapter 06 Targeted Discussion: Defining and Clarifying
Kindergartener's Question: "How do you write 101?" 156
Question from a 4th grader: "Is 8 and 10/10 written as 8.10 or 9?" 164
Discussion using the open array model in various ways by fifth grade students 171
Questions for Summary and Reflection: When is it appropriate to discuss "define and clarify"? 181
Chapter 07 Targeted Discussion: Identifying and Correcting Errors
Identifying the "Fourth vs. 4" Fallacy in Third Grade Students: "What's the logic behind this thinking? What's confusing?" 186
“I don’t know why this sentence is false”: Identifying and correcting errors in relational thinking in fourth graders 196
Questions for Summary and Reflection: When Should We Discuss "Identifying and Correcting Errors"? 207
Chapter 08 Exit: Q&A on Reflection and Mathematical Discussion
Do we really have time for this discussion? 211
When discussions are student-centered, what is the teacher's role? 212
How do students feel when they participate in this discussion? 213
What plans should be made for "open and targeted discussion"? 215
Data 217
Appendix 221
Reference 237
Search 240
Translator's Preface ix
Acknowledgments xii
Chapter 01 Introduction
Principle 1: Mathematical discussions should realize the goals of mathematics.
5
Rule 2: Students need to know what to share and how to share it.
7
Principle 3: Teachers should encourage students to collaborate with other students to discuss mathematical ideas.
8
Principle 4: Teachers should emphasize that students are meaning/conceptual learners and that every student's ideas matter.
9
Discussion of open problem-solving strategies: 10 cases of head counting
Targeted Discussion: Follow-up Questions on Headcount 16
Preview 24
Chapter 02 Discussion of Open Problem-Solving Strategies
What is an open problem-solving strategy discussion? 30
How to Start an Open Problem-Solving Strategy Discussion? 30
Planning an Open Problem-Solving Strategy Discussion 36
Implementing Open Problem-Solving Strategy Discussion 37
Discussing Open Problem-Solving Strategies in a Fourth Grade Classroom Through Instantaneous Images: Lesson 1, Lesson 39
Discussing Open Problem-Solving Strategies in a Fourth-Grade Classroom Through Instantaneous Images: Lesson 2, Part 46
Discussion of Open Problem-Solving Strategies through Problem Solving in a First-Grade Classroom 54
Establishing Norms for Mathematical Discussion Using Open Problem-Solving Strategy Discussion in a First-Grade Classroom 59
Questions for Summary and Reflection: When might it be appropriate to attempt a math conversation based on open problem-solving strategy discussions? 63
Chapter 03 Targeted Discussion: Type 1 - Comparing and Connecting
Planning a 'Compare and Connect' Discussion Type 67
Compare and connect two strategies for first-grade addition 68
79 Third-grade "Compare and Connect" discussion formats centered on number lines and charts of numbers up to 100
Questions for Summary and Reflection: When is it appropriate to engage in a "Compare and Connect" discussion? 89
Chapter 04 Targeted Discussion: Why? Justifying
Type 94 of Justification
Starting the "Why? Justifying" Discussion: Why do we add 0 when multiplying a number by 10? 96
4th Grade Classroom Lesson Episode: Justifying the Distributive Property of Multiplication 112
Questions for Summary and Reflection: When Should We Discuss "Justifying Why?" 125
Chapter 05 Targeted Discussion: Decide on the Best Strategy and Explain Why
Kindergarteners Think 'What's the Best Way to Record Our Counting?' 130
Counting backwards vs. counting one by one for third graders 138
Questions for Summary and Reflection: When should we discuss "Determine the Best Strategy and Explain the Reasoning"? 150
Chapter 06 Targeted Discussion: Defining and Clarifying
Kindergartener's Question: "How do you write 101?" 156
Question from a 4th grader: "Is 8 and 10/10 written as 8.10 or 9?" 164
Discussion using the open array model in various ways by fifth grade students 171
Questions for Summary and Reflection: When is it appropriate to discuss "define and clarify"? 181
Chapter 07 Targeted Discussion: Identifying and Correcting Errors
Identifying the "Fourth vs. 4" Fallacy in Third Grade Students: "What's the logic behind this thinking? What's confusing?" 186
“I don’t know why this sentence is false”: Identifying and correcting errors in relational thinking in fourth graders 196
Questions for Summary and Reflection: When Should We Discuss "Identifying and Correcting Errors"? 207
Chapter 08 Exit: Q&A on Reflection and Mathematical Discussion
Do we really have time for this discussion? 211
When discussions are student-centered, what is the teacher's role? 212
How do students feel when they participate in this discussion? 213
What plans should be made for "open and targeted discussion"? 215
Data 217
Appendix 221
Reference 237
Search 240
GOODS SPECIFICS
- Date of issue: July 10, 2023
- Page count, weight, size: 264 pages | 188*235*20mm
- ISBN13: 9791160733358
- ISBN10: 116073335X
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