Enriching Mathematical Discussion - Jacqui Crane, St Augustine's Primary School - Reading

WHAT
Mathematical discourse is described as whole class discussions where students have opportunities to discuss concepts and ideas, debate amongst themselves for clarity, and reason about their mathematical understanding.

Effective questioning is central to mathematical discourse.

Most teachers engage in Ping-Pong questioning - A question is asked and one child responds (usually by putting up their hand). The teacher evaluates the answer indicating to the class that teacher is the authority and knowledge builder.

ALTERNATIVES:

1. Wait time
2. No Hands Questioning - if a students doesn't raise their hand then the can disengage from discussion. Ensures all students are required to respond. Removes stigma of 'wrong answers' Helps to promote growth mindset. If the responses that teachers receive are always correct then the teacher as they are not requiring students to struggle and think
3. Pose, Pause, Pounce, Bounce. Pose question, pause for response, bounce to another student to evaluate. Another student is the called on to explain how or why the response is right or wrong. Removes the teacher as the authority.
4. Phone a Friend. If a student say they don't know then they can ask 3 other class mates to explain what they are thinking and then put these explanations into their own words. Promotes mathematical discussion, helps other students to explain their thinking and limits the reliance on the teacher for support.
5. Thumbs up. Instead of hands up. Students put their fist on their chest if they are thinking and then thumbs up if they have an answer. Students raise more fingers if the have more than one answer. Allows students the opportunity to think quietly without the pressure of seeing hands waving in the air.

SO WHAT/NOW WHAT
One of the things I am working on in 2020 is promoting opportunities for students to practise their oral language skills. Additionally, I am focusing on encouraging students to explain their thinking. This article provides some great guidance for promoting discussion in the classroom and thus improving in the above mentioned areas.

All 5 of these strategies I can implement immediately in the classroom. At a later point, perhaps at the end of the term I will evaluate a) my effectiveness in using these strategies and b) the effectiveness of these strategies for promoting mathematical discourse.