Let's Talk About Math

This school year my district adopted a new math curriculum that is heavily focused on problem-based learning and student discussion. A few weeks ago I had visitors scheduled to observe one of my 6th grade math classes and see the curriculum in action. For my visitors, I taught an introductory lesson for dividing fractions with models. The lesson went very well! Discussion was flowing, students were engaged, and virtually everyone was participating. Everything you want to happen during an observation happened. I received great feedback from my observers, and was prepared to tackle the lesson a second time in my afternoon block. Just ten minutes into the lesson on my second go around, I had to stop. The lesson was bombing. Where was the back and forth discussion I had seen just hours prior? The sharing of ideas and strategies was non-existent. Instead, I had 27 students waiting me out, sure that I was going to feed them the answers. It was then that I realized that student discussion and engagement is the driving force behind problem-based learning. Following that lesson I knew I had to be intentional in getting my students to talk about math.

What is "Math Talk"?

The idea of math talk is addressed in Common Core's Mathematical Practice Standard 3, construct viable arguments and critique the reasoning of others. MP3 is "aimed at creating a common mathematical language that can be used to discuss and explain math as well as support or object others’ work" (TeacherStep, 2015).

Simply put, math talk is the language that students use when discussing mathematical ideas. Math talk goes beyond sprinkling in content vocabulary when you're sharing answers. Students engaging in true math talk communicate their ideas to others, justify their reasoning, and ask clarification questions of one another.

Why is Math Talk important?

• Math talk helps students deepen their understanding (Curtis, 2017).
• Math talk clarifies your thinking and can help others clarify their thinking.
• Math talk encourages flexible thinking. Helping one see problems from another perspective.
• Math talk provides an entry point for all students. Students can ask for help, discuss, and identify and correct errors (Math Talk, 2013).
• Math talk is engaging and allows students to be active participants in their learning.

Make Way for Math Talk

Step one in making way for Math Talk is creating a culture of risk-taking. Students need to be confident in making mistakes and treating them as opportunities for learning. It all starts with you, and the stage that you set for Math Talk to be successful in your classroom!

Create Expectations

In order for Math Talk to take off in your classroom there has to be student buy-in. To engage my diverse group of 6th graders I started off by printing multiple Math Talk posters I found on Pinterest. Students got into groups of 4-5 and started pulling out the expectations and norms that they thought would work well in our classroom. We reconvened as a whole group while a leader from each small group shared an important idea while I recorded. We narrowed the BIG list down to the following expectations that everyone needs to follow in order for real learning to take place. Students elected to go a step further and call it Purposeful Talk instead of math talk. They wanted to drive home the idea that we are talking about math, but with a purpose.

Discussion Aids

After my class generated our expectations for Math Talk I created an anchor chart as a visual aid. In addition to expectations, my students also wanted talking stems they could use when talking about math. Generally, they all felt very comfortable talking about math that they already knew how to do. With that in mind they wanted some talking stems to use for when they were confused with a concept. With student request, I created PDF versions of my anchor charts, printed and laminated them, so everyone could have a physical copy in front of them during class. My students relied heavily on the talking stems when we first began implementing Math Talk, but over time it’s become more natural for them.

Number Talks

If you’ve never read Number Talks: Whole Number Computation, I suggest you do! Number talks are a 10-15 minute math routine that build number sense and promote communication. During a number talk, students are thinking, asking their classmates questions, and explaining their own thinking all while the teacher records the interactions for the whole group to see. There are many different types of number talks, but my favorite part about this routine are the ways that students use hand signals. The “I agree” signal is a class favorite and it has found its way into every aspect of our day. Part of our class expectations is S.L.A.N.T. Students love to show that they being active listeners and interact by nodding their heads and using the “I agree” hand signal.

Use Think, Pair, Share

The Illustrative Math curriculum is designed to support problem-based instruction. Before teaching a math concept all students are given a chance to try to solve the problem on their own. Problem-based activities lend themselves to math talk and the think-pair-share instructional routine. All students will work on a problem independently, pair up or get with a small group to discuss their strategies, clarify their thinking, and are able to revise their thinking. As students are talking math, I monitor student responses and choose 2-3 students to share out different strategies to the whole group.

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While I still consider myself a novice when it comes to Math Talk, the student growth that I have seen when it comes to mathematical reasoning is exciting. I am constantly amazed at the deep thinking, and stellar communication my students exhibit on both an individual level, and amongst one another. After creating a community where Math Talk can thrive I was excited reteach the lesson that I stopped because of the lack of discussion. With all of the Math Talk tools in place, the lesson was much more rewarding, for me and the students. 

If you have any questions or have had a positive experience with Math Talks in your classroom I would love for you to share in the comments below!

References

Curtis, J. (2017, October 31). More Talking in Math Class, Please [Web log post]. Retrieved from

https://www.edutopia.org/article/more-talking-math-class-please

Georgia Department of Education. (n.d.). Number Talks Hand Signals [PDF]. Retrieved from

http://www.liberty.k12.ga.us/pdf/TandL/NumberTalks_HandSignalsPoster.pdf

Math Talk Learning Community [Introduction]. (2013). In K. C. Fuson (Author), Math expressions

common core (pp. Xx-Xxii). Orlando, FL: Houghton Mifflin Harcourt.

TeacherStep. (2015, March 19). Breaking down the Common Core's 8 mathematical practice

standards. Retrieved from https://www.teacherstep.com/breaking-down-the-common-cores-

8-mathematical-pratice-standards/

Cultivating a Positive Classroom Community

Teachers have a very important task the first few weeks of school - connecting with their students. It’s important to me that my students see our class as their family. I want our classroom to be a place where they feel safe, respected, and excited to learn! Developing a strong classroom community starts in the first few weeks of school and progresses throughout the year.

“Students don’t care how much you know, until they know how much you care.”     Adapted from Theodore Roosevelt

Research shows that a teacher’s who actively build strong relationships with their students have a deeper impact on student performance than those that don’t. Intentionally building positive relationships in your classroom is one of the most important things a teacher can do!

Strategies for connecting with your students

The first few days of school naturally lend themselves to ice breakers and introductory activities. Invest time to get to know your students likes, dislikes, and strengths.

Planned Activities

Letting students share about themselves will help you get to know them and help their classmates too. A search on Pinterest will bring up a lot of ideas for getting know your class. Some of my favorites are: an all about me bag, a personalized banner, and an interest survey. All are great ways to foster connections early on.

Restorative circles

Restorative circles are a take on traditional class meetings.  They consist of the class coming together in a circle to problem solve, share thoughts ideas, and create connections. I try to do this a few times a week, but find that they are most effective when done daily. I will facilitate our circles in the beginning of the year and gradually release responsibilities to the students.

Snack and chat

The 2 x 10 strategy is well known for building relationships with at-risk students. The idea behind it is that if you spend 2 minutes with a student for 10 days talking about whatever he or she would like you can start building a positive rapport with them. Why wait until their is a problem? I try to eat in the cafeteria for a “snack and chat” twice a week. Such an easy way to bond with students and get to know them on another level outside of the classroom.

These are just a few strategies for fostering a positive classroom community. The time you invest now will help all students in your class family feel important, valued, and special. Comment below and let me know how you create a positive community in your classroom!