Enhancing Student Learning through Mathematical Discourse

What is mathematical discourse and why is it important?

Mathematical discourse is spoken and written communication about mathematics in the classroom, specifically around the ways in which teachers and students strategically work together to represent, think and talk about math. There are several important benefits of mathematical discourse:
•Classroom discussion ultimately reveals a student’s understanding of the concepts presented by asking them to show both how a problem was solved and why a particular method was chosen.
•Students learn to engage in mathematical reasoning and debate, developing the mathematical language skills needed for productive discourse and learning.
•Students learn to constructively critique their own and others’ ideas while seeking out efficient mathematical solutions, a skill transferable to other areas of their lives.

What strategies can teachers use to facilitate “productive talk” and encourage full student participation in their classrooms?

Teachers need to be intentional about how they begin mathematical discourse, recognizing that students are not immediately prepared for this type of conversation. This means establishing classroom norms right away and continually modeling and reinforcing specific behaviors, such as appropriate ways to engage in a disagreement with a peer. Instead of attacking a peer’s answer to an issue, students should be taught to focus on attacking the issue itself.

Providing the correct language to use is especially important at certain grade levels. Middle school students in particular benefit from this guidance. By consistently using certain responses themselves (and calling attention to the use of these responses), teachers can facilitate the desired classroom productivity and participation levels. This can be done through strategic questions designed to support instructional processes as well as direct/redirect student focus, such as:
•“Would you please repeat that? I heard you say x, but I think you meant y.”
•“Do you agree with Julie’s reasoning?”
•“Did anyone do the problem a different way?”
•“Can someone explain Caitlin’s approach in another way?”
•“What assumptions did you make when you solved this problem?”

To read more of Gladis Kersaint's article, click here.