How do you conduct a math talk?
How do you conduct a math talk?
Math Talks – The process
- Teacher presents the problem. A problem is presented to the whole class or a small group.
- Students figure out the answer. Students are given time (1–2 minutes) to silently and mentally figure out the answer.
- Students share their answers.
- Students share their thinking.
What is a math talk?
By “math talk,” we mean sharing, analyzing and making sense of math. Students might discuss their strategies for solving a problem, explaining not only what they did but also the reasoning behind their work. They can also make observations, pose questions and express uncertainties.
What are the math talk moves?
Some examples of talk moves are: Turn and talk: The teacher pauses the lesson to guide students to converse with their peers. Restate: The teacher asks another student to rephrase or repeat what was said. Revoice: The teacher repeats some or all of what the student is saying to confirm the students’ thoughts.
How can I promote my math talk?
4 Ways to Encourage Math Talks
- Encourage rough-draft math thinking.
- Highlight the value of each student’s work.
- Set up small-group conversations.
- Model math talk.
What are the key components of a math talk?
The key components within a Math-Talk Learning Community are: questioning, explaining mathematical thinking, source of mathematical ideas, and responsibility for learning.
What is productive math talk?
Academically productive math conversations help students better understand how they think. By voicing their problem-solving process, students give shape to their ideas and are able to share them with the class. Productive math talks involve having students clarify what they think.
How long should Number talks be?
10-15 minutes
With practice and routine, a Number Talk will take 10-15 minutes. When you begin, however, allowing more time for students to learn and practice the routines and practice sharing their mathematical thoughts is necessary. Be patient with them and with yourself.
Who invented number Talks?
Kathy Richardson
Number Talks were created by Kathy Richardson and Ruth Parker in the early 1990s to engage students in meaningful mathematical discourse and sense-making as well as transform the culture of the classroom to one of inquiry and curiosity.
How do I start number Talks?
To start a Number Talk the teacher writes a problem on the board that can be approached with mental math. Students mentally solve the problem, showing the teacher whether they have a solution by quietly giving a thumbs up at their chest. This prevents students who solve it quickly from shutting everyone else down.
What is math talk NCTM?
Math Talks are a daily ritual with the entire. class to develop conceptual understanding of. and efficiency with numbers, operations and. mathematics in about 10 minutes per lesson. NCTM Conference – Philadelphia – 2012.
What are math talks?
Math Talks are a powerful instructional routine for secondary mathematics classrooms. An adaptation of the effective Number Talks routine extended to secondary mathematics content, Math Talks are a short (5-10 minute) instructional routine that focuses on drawing out multiple answers to a mathematics prompt or eliciting multiple…
What is mathematical modeling?
What is mathematical modeling? While there is no consensus yet as to a precise definition of this term, mathematical modeling is generally understood as the process of applying mathematics to a real world problem with a view of understanding the latter. One can argue that mathematical modeling is the same as applying mathematic s
Do teachers talk too much math in class?
Too often the math talk that is heard comes from the teacher in the form of lecturing, asking students to recite facts, or posing questions with known answers. The Common Core standards have brought a greater emphasis on higher order thinking skills to our classrooms.
What are the steps in the mathematical modeling process?
The figure below shows key steps in modeling process. Mathematical modeling approaches can be categorized into four broad approaches: Empirical models, simulation models, deterministic models, and stochastic models. The first three models can very much be integrated in teaching high school mathematics. The last will need a little stretching.
