Demonstration of Advanced Practice in Mathematical Discourse

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Demonstration of Advanced Practice Diana Chavez December 12, 2013 MIAA 320 Molly Johnson

Write a reflection that analyzes your specific techniques for facilitating discourse, questioning, managing student interactions, and encouraging engagement. Refer to the evidence that you showcased in your presentation.

Demonstration of Advanced Practice in Mathematical Discourse Reflection

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What I realized from watching myself on video is I need to work on engaging all students in math lessons. So many times I feel that a few students take over lessons by either answering questions quickly before others have think time or other students disengage because they do not know the answer and know that they won’t be expected to answer. Since starting this course on mathematical discourse I am so much more aware of my students math abilities because I am constantly questioning each student at their own abilities now. I now use daily at least one of the following techniques; pair share, repeat what your neighbor said, using sticks to randomly call on students and putting the stick back so students might get called multiple times in a lesson. From using these techniques I have observed students becoming more willing to participate, even students with limited English skills. In reference to each grade span that I worked with on mathematical discourse. Like I mentioned, I have begun to implement multiple techniques in my own classroom that require students to be engaged and included in lessons. They are now more inclined to give responses even if they are incorrect because we have made it a part of our learning to be wrong sometimes and know that it only helps with our learning. Working with 5th and Algebra 1 students was very eye opening, besides feeling like I had to relearn math concepts I also felt a totally different dynamic in the way the lessons are taught. Where my grade span seems to be more guiding, modeling and introducing of concepts these grade spans ask that students take their prior knowledge of numbers or shapes and add some knowledge or math step to what they already know. The pace of the lesson is faster and the amount of student interaction needs to be anticipated. Techniques like the ones I

Demonstration of Advanced Practice in Mathematical Discourse

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now use regularly should also be used in these grade spans because students can do more independently. I did a poor job of engaging all students in my math lesson for 5th grade. Once I saw myself on video I realized that only two students were really engaged and one student almost never answered. I should have used the techniques to ensure that everyone had think time and could learn from one another. In my algebra lesson being one on one with a student I had lots of discourse but was not so good at making sure it was higherlevel math talk. It was difficult to anticipate what a students error might be and be ready for these misconceptions. Although I do not feel like I have mastered mathematical discourse with students I now have a better understanding of what an essential question is. I realize that is has to be open-ended and gets kids thinking. It has to require more than just recall of information. I also understand the difference between a lower-level demand task and a higher-level demand task. Sometimes a task will ask for reproducing of previously learned facts but I need to make sure that students are required to think and do more with the ideas to get to a conceptual understanding. I now know and use various response strategies to get all kids talking math and/or thinking math. I have learned about the five practices and how I can implement maybe one or two at a time to facilitate student centered instruction and help me know where to put my input and where to let the kids persevere through a task on their own. Because of all of these ideas I feel ready to continue on my math journey. I feel more confident in working with older students and feel a sense of excitement of teaching and learning with my own students. I know that my knowledge of the various concepts can only help me guide students with mathematical discourse and engaging all students.