Five Practices for Orchestrating Productive Mathematics Discussions
by Margaret S. SmithFormat: Paperback
Pub. Date: 2011-05-13
Publisher(s): Corwin Pr
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Summary
This book's 5 manageable practices have the power to connect students' approaches with the underlying mathematics and put teachers in control of productive classroom discussions.
Table of Contents
| Preface | p. vii |
| Introduction | p. 1 |
| Successful or Superficial? Discussion in David Crane's Classroom | p. 2 |
| Analyzing the Case of David Crane | p. 5 |
| Conclusion | p. 6 |
| Introducing the Five Practices | p. 7 |
| The Five Practices | p. 7 |
| Anticipating | p. 8 |
| Monitoring | p. 9 |
| Selecting | p. 10 |
| Sequencing | p. 10 |
| Connecting | p. 11 |
| Conclusion | p. 12 |
| Laying the Groundwork: Setting Goals and Selecting Tasks | p. 13 |
| Setting Goals for Instruction | p. 13 |
| Selecting an Appropriate Task | p. 15 |
| Conclusion | p. 19 |
| Investigating the Five Practices in Action | p. 21 |
| The Five Practices in the Case of Darcy Dunn | p. 21 |
| Analyzing the Case of Darcy Dunn | p. 26 |
| Evidence of the five practices | p. 27 |
| Anticipating | p. 27 |
| Monitoring | p. 27 |
| Selecting | p. 27 |
| Sequencing | p. 28 |
| Connecting | p. 28 |
| Relating the five practices to learning opportunities | p. 29 |
| Conclusion | p. 29 |
| Getting Started: Anticipating Students' Responses and Monitoring Their Work | p. 31 |
| Anticipating | p. 31 |
| Analysis of Anticipating in the Case of Nick Bannister | p. 35 |
| Anticipating what students will do | p. 35 |
| Planning how to respond to student approaches | p. 36 |
| Identifying responses that address mathematical goals | p. 36 |
| Monitoring | p. 37 |
| Analysis of Monitoring in the Case of Nick Bannister | p. 40 |
| Conclusion | p. 42 |
| Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students' Responses | p. 43 |
| Selecting and Sequencing | p. 43 |
| Analysis of Selecting and Sequencing in the Case of Nick Bannister | p. 48 |
| Connecting | p. 49 |
| Analysis of Connecting in the Case of Nick Bannister | p. 56 |
| Mathematical ideas: The meaning of the point of intersection | p. 57 |
| Mathematical ideas: Functions switch positions at the point of intersection | p. 57 |
| Mathematical ideas: Making connections among representations | p. 58 |
| Conclusion | p. 59 |
| Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable | p. 61 |
| Asking Good Questions | p. 62 |
| Exploring questioning in Regina Quigley's classroom | p. 63 |
| Analyzing questioning in Regina Quigley's classroom | p. 67 |
| Moves to Guide Discussion and Ensure Accountability | p. 69 |
| Revoicing | p. 70 |
| Asking students to restate someone else's reasoning | p. 70 |
| Asking students to apply their own reasoning to someone else's reasoning | p. 71 |
| Prompting students for further participation | p. 72 |
| Using wait time | p. 72 |
| Conclusion | p. 73 |
| Putting the Five Practices in a Broader Context of Lesson Planning | p. 75 |
| Lesson Planning | p. 76 |
| Developing thoughtful and thorough lesson plans | p. 78 |
| Relationship between the TTLP and the five practices | p. 80 |
| Beyond the five practices | p. 80 |
| Creating a permanent record of the lesson | p. 82 |
| Conclusion | p. 84 |
| Working in the School Environment to Improve Classroom Discussions | p. 87 |
| Analysis of the Case of Maria Lancaster | p. 91 |
| Overcoming Obstacles | p. 91 |
| Working with Others | p. 92 |
| Conclusion | p. 94 |
| References | p. 95 |
| Professional Development Guide | p. 99 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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