Recently, there has been considerable talk about conversation in the classroom and its significance in the way students learn. Across the country and the world, educators are finding ways to aid students in becoming efficient problem solvers with the assistance of dialogue and collaborations with their peers. Discourse in the classroom at its most primitive level involves the teacher exchanging with the student. However, to make this exchange more meaningful and generate a better comprehension of mathematics, educators must provide the platform for students to openly collaborate. Discussing numerical ideas provides students with opportunities to consider their own particular comprehension in comparison with the understandings and studies
…show more content…
It provides an opportunity for teachers to make sure they heard students correctly and for students to hear what they presented. When teachers rephrase what a student has shared, or request them to rephrase a statement from their peer, it can confirm for the teacher that the students are listening. It also provides a platform for ideas to be stated in a variety of ways. Teachers can encourage students to utilize their reasoning skills by requesting them to quantify their answers, or critique those of their fellow classmates. When teachers ask students to elaborate on their solutions, they are encouraging deeper thought and expression of mathematical thought processes. One of the most challenging talk moves for teachers to incorporate into the lesson can be employing sufficient wait time. Students must have enough time to work challenges out independently before the instructor offers support. Teachers should aim to foster an environment where periods of silence signify thinking time, not moments of uncomfortable pause. When students engage in relative numerical talk, it positively affects their comprehension, and aids in the building of associations between their thoughts and the mathematical representations. During my Field Practicum Experience, I observed a 3rd grade classroom in a Baltimore City Public School. The teacher was Caribbean American and the entire classroom population was African American. The teacher is a general education teacher and covers all subject areas. The mathematics lesson I observed covered multiplication of digits up to the number 10. The talking during the lesson was a mixture of the teacher and the
It provides an opportunity for teachers to make sure they heard students correctly and for students to hear what they presented. When teachers rephrase what a student has shared, or request them to rephrase a statement from their peer, it can confirm for the teacher that the students are listening. It also provides a platform for ideas to be stated in a variety of ways. Teachers can encourage students to utilize their reasoning skills by requesting them to quantify their answers, or critique those of their fellow classmates. When teachers ask students to elaborate on their solutions, they are encouraging deeper thought and expression of mathematical thought processes. One of the most challenging talk moves for teachers to incorporate into the lesson can be employing sufficient wait time. Students must have enough time to work challenges out independently before the instructor offers support. Teachers should aim to foster an environment where periods of silence signify thinking time, not moments of uncomfortable pause. When students engage in relative numerical talk, it positively affects their comprehension, and aids in the building of associations between their thoughts and the mathematical representations. During my Field Practicum Experience, I observed a 3rd grade classroom in a Baltimore City Public School. The teacher was Caribbean American and the entire classroom population was African American. The teacher is a general education teacher and covers all subject areas. The mathematics lesson I observed covered multiplication of digits up to the number 10. The talking during the lesson was a mixture of the teacher and the