2 edition of **Computer supports for mathematical discourse in elementary school classrooms** found in the catalog.

Computer supports for mathematical discourse in elementary school classrooms

Esther Lynn Tiessen

- 98 Want to read
- 11 Currently reading

Published
**1996**
.

Written in English

- CSILE (Database),
- Classroom environment,
- Mathematics -- Computer-assisted instruction,
- Mathematics -- Study and teaching (Elementary)

**Edition Notes**

Statement | by Esther Lynn Tiessen. |

The Physical Object | |
---|---|

Pagination | xiv, 245 leaves : |

Number of Pages | 245 |

ID Numbers | |

Open Library | OL18760759M |

ISBN 10 | 0612118681 |

Communication and Discourse By Jennifer Ririe and Karen Redford “Our lives begin to end the day we become silent about things that matter.” – Martin Luther King, Jr. WHY PROMOTE COMMUNICATION IN THE MATHEMATICS CLASSROOM? Too often in schools, children have little opportunity to talk, draw, and write about mathematical or scientific ideas. To engage students in productive mathematical conversations, teachers can orchestrate discourse and structure learning environments to deepen engagement and support effective strategies will support students as they learn to participate in mathematical discourse. Below are six strategies from mathematics expert Dr. Gladis Kersaint to help you address these core areas .

On the other hand, classroom mathematics discourse about statistics is recorded and data of the research are collected. In order to support these video records, field notes are kept in every class. example, introduce arithmetic with an abacus, for two reasons. First, the abacus supports computation. Second, the abacus presents a tangible image of mathematics, which helps students understand difficult concepts. Computation and representation go hand-in-hand, both historically and in the present. For example, in primary school classrooms File Size: KB.

Free K STEM classroom, afterschool, library, and makerspace resources from around the internet including activities, games, lesson plans, videos, webinars, competitions, careers, digital tools, and more. Facilitation of conversation. Though student interaction is an important part of mathematical discourse, teachers aren't off the hook. Teachers need to facilitate student discussions by providing a safe and appropriate environment for learning, establishing norms, supporting students throughout their conversations, and staying focused on the students’ conceptual understanding, rather than.

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I had to buy and read a lot of professional development books for my Elementary Education degree program and this was one that I actually enjoyed reading. It is filled with tons of helpful examples and ways for using the math talk strategies in real classrooms/5(13).

The teachers volunteered in this 4 years project because they believe that students can make sense of and experience mathematics as a community.

Their hardwork becomes guidelines and true examples of mathematical discourse. I read all the chapters from the beginning to the end. Definitely a useful handbook for practice in mathematical discourse.5/5(1).

Technology That Fosters Deep Mathematical Thinking. When used appropriately, both content-specific and content-neutral technology can be effective in the math classroom.

Research indicates that content-specific apps and websites that focus on math learning with the use of virtual manipulatives are highly effective, Author: Gina Picha. 14 Virtual Tools for the Math Classroom. By Monica Burns.

Octo Updated March 2, This virtual tool is perfect for elementary and middle school classrooms. A virtually endless supply of pattern blocks at your fingertips can help students who need extra support or. TECHNOLOGY IN THE ELEMENTARY MATHEMATICS CLASSROOM 10 interested in exploring; one that steers away from rote memorization and in fact promotes independent thinking and collaboration, all of which can ease student anxieties and increase student understanding of mathematical Author: Stephanie Delorme.

Classroom discourse (Mathematics) Teresa Maguire and Alex Neill () Mathematical classroom discourse is about whole-class discussions in which students talk about mathematics in such a way that they reveal their understanding of concepts. There are a number of general principles guiding teacher discourse practices in mathematics classrooms.

Teachers need to scaffold, monitor, and facilitate discourse around the mathematical ideas in ways that support student learning (Kieran & Dreyfus, ).

TeachersFile Size: KB. Students can use the virtual protractor to measure angles, change the dimensions and color of forms and annotate answers. It is ideal for elementary and middle school students, and the bright colored shapes can inspire creative design.

Globaloria– Learning math through games is a great educational tool. Globaloria allows students to create games that test STEM subjects. The Talking Cure: Teaching Mathematical Discourse.

My students had never heard of "mathematical discourse," so first we had to define it. Elementary School Principal; One City Schools Author: Marsha Ratzel. chapter 1/ The Academic Language of Mathematics 2 (e.g., 13 different terms are used to signify subtraction).

Students must also learn similar terms with different meanings (e.g., percent vs. percentage) and they must comprehend mul- tiple ways of expressing terms orally (e.g., (2x y)/x2 can be “two x plus y over x squared” and “the sum of two x and y divided by the square of x File Size: KB. the techno-mathematical discourse framework provides a means for analyzing and interpreting aspects of social learning with technology during mathematics instruction.

Figure 2. Classroom discussion, dialogue, and discourse are the principal means of exchanging ideas, evaluating mastery, developing thinking processes, and reflecting on content and shared thoughts. Engaging students in effective classroom talk begins by creating a discourse-rich classroom culture.

Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K classrooms and their mathematical understanding.

Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical.

As teachers, we naturally hope our students will attain deep mathematical understanding in our classrooms. One powerful tool for enhancing that understanding is classroom discourse. The NCTM's Principles and Standards for School Mathematics () speaks to the need for students to make conjectures, experiment with problem-solving strategies.

While I am decidedly a novice in using Math Talk in my classroom, I am excited by the discourse and the student growth in mathematical reasoning I've seen so far in my classroom.

While leading and listening to mathematical discussions, I am gaining a clearer picture of my students' understanding as well as their misunderstandings. Built from research-based frameworks, this powerful professional learning program provides groups of participants with opportunities to grapple with important ideas about mathematics discourse in an effort to support every student to engage in richer, deeper discourse that positively impacts their learning of mathematics and their identities as mathematics learners.

Authentic Discourse in the Mathematics Classroom Grayling B. Williams, Secondary Mathematics Specialist Curriculum, Instruction, & Assessment Durham Public Schools Triangle High 5 Math Summit SAS Institute August 8, Focusing on Communication to Make Mathematics Learning More Meaningful for Students discourse in a school by creating a Author: Grayling B.

Williams. Reasoning and Sense Making in the Mathematics Classroom Grades: (Download) Based on extensive research, Reasoning and Sense Making in the Mathematics Classroom, Grades 3–5, is designed to help classroom teachers understand, monitor, and guide the development of students’ reasoning and sense making about core ideas in elementary school.

5 Practices for Orchestrating Productive Mathematical Discussions. Reston, VA: The National Council of Teachers of Mathematics. Zack Hill has worked in education for fourteen years and is currently an elementary school mathematics staff developer for Pinellas County Schools in Florida.

“Mathematical discourse is the heart of effective instruction, but is challenging to implement well. Finally, this book provides a step-by-step guide for bringing the five practices for orchestrating discourse—anticipating, monitoring, selecting, sequencing, and connecting—fully into classroom practice at the elementary level.

full participation in the school’s mathematics programs.” (NCTM, ) All ESL learners “made tremendous progress in classrooms using intensive talk. Classroom discourse “actually supports language learning as well as mathematical thinking. ” (Chapin, O’Connor, and Anderson, p.

) “File Size: 2MB. A new study in The Elementary School Journal proposes a novel way to raise awareness: Take video of classroom or small-group discussions and share that video with students. Researchers say when students see themselves on video it not only increases awareness of individual behavior but also of norms for high-level discourse.With school districts closed during the COVID/coronavirus pandemic, parents and teachers are continually looking for online learning resources.

Teachers have been tasked with figuring out how to deliver lesson plans and classroom activities as part of distance learning. Parents are trying to keep.