Helping Students Learn Mathematical Discourse.

 

Although most teachers know that having students discuss their thoughts, their choices for attacking the problem, and how they completed the problem, it is not unusual for students to arrive in high school missing the ability to express themselves. Often times, they are more concerned with getting the "right" answer rather than explaining their process.  Unfortunately, we have to help students learn the processes involved in mathematical discourse.

Fortunately, there are things teachers can do to ease students into mathematical discourse as long as we don't expect them to immediately "get it."

One of the first things a teacher can do is to spend time teaching students variatious communication strategies.  Make it a part of the lesson and block out time for students to practice each communication skill be it restating what another student said or participating in a think-pair-share.

At the same time, it is important to teach students listening skills so they "hear" what another student is saying as they explain how they did something or what is being said during a brain storming session.  Listening is an necessary skill so they can restate or explain how another student solved a problem or are able to give feedback. 

In addition, teachers need to incorporate comprehension lessons to these mini-lessons so students understand what the vocabulary is asking them to do.  For instance, they should know the difference between simplify and rewriting, expressions and equations or be able to decode and decipher word problems.  

Furthermore, teachers need to identify places in the lessons where mathematical discourse and conversations can be placed so students practice what they are learning on a regular basis.  These could be whole groups, small groups, or pairs but the conversation should be focused on the content being taught that day.  

It has been suggested that the teacher also incorporate opportunities for students to express themselves in written form either through the use of math journals, sentence starters, or digitally.  Students need to express themselves both in oral and written form since many standardized tests ask students to explain their thoughts and they have to do it via writing. 

Teachers might also ask students to interpret data from an activity in some sort of written form since many times at work, workers are asked to report on something and this provides practice.  Finally, students might also be asked to brainstorm different ways they could use to solve a problem.

In addition, teachers need to ask students questions such as having them explain how they solved a problem, explain their own thinking or why they chose a particular method to solve it.  They might be asked to restate something another student said, or comment on an idea.  They might share something they wonder about, noticed, or concept.  The questions require students to share thoughts rather than just the answer.  The questions take everything to a higher level.

Unfortunately, without giving students a chance to develop mathematical conversations, they lack an important tool in their communications.  Let me know what you think, I'd love to hear.  Have a great day.