This course is about the craft of fostering productive student dialogue in the math classroom as a way to improve learning outcomes. You will explore how to ask math questions that lead to a dialogue rather than right/wrong answers.
- Those currently teaching math or who have access to a math classroom in which they can try out and practice new techniques. No prior math background is required.
This professional development activity/course is designed for:
This four-session, self-paced, moderated online course examines the following interconnected topics:
- Creating a culture of classroom discourse
- Asking effective math questions to probe and further student thinking
- Providing wait/think time
- Making the most of student mistakes
Through exposure to research, discussion with other participants, self-observation, and reflection, you will explore and implement strategies to prioritize student reasoning and communication in the math classroom. You will be asked to record a small portion of a lesson in your classroom to reflect on your own practice. Participants must fully respond to at least 80% of discussion assignments to receive a certificate of completion.
For more information, please contact sherry_soares@terc.edu.
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Describe the characteristics of a discourse-centered math class
Plan open-ended math tasks that help students develop critical-thinking skills
Ask effective follow-up questions to probe for and deepen student thinking
Teach using an appropriate amount of wait time so that all students have time to engage with questions
Use student mistakes to create learning opportunities
Upon completion of this professional development activity/course, you will be able to:
N/A
United States
