Orchestrating Mathematical Discourse
Article: Orchestrating Mathematical Discourse to Enhance Student Learning
By: Gladis Kersaint, Ph.D
Orchestrating discourse in the classroom is crucial to student learning. Instead of telling students what they need to know about a certain topic, teachers should ask students what they know about it and allow them to build off one another (Kersaint, 2015). Lessons should be structured to encourage student interaction and address any missing pieces in the students' understanding. Kersaint stated that the classroom should be a welcoming environment for student involvement (2015). Discourse should not be dominated by one student; each student should have a fair opportunity to contribute to conversation. Students should be given multiple opportunities to use mathematical vocabulary in their communication. Specific things they should be discussing is the vocabulary whether it is common or specialized, symbols, syntax, and semantics. Syntax and semantics are important because being able to interpret problems written out and write it in mathematical terms is the only way to get the correct answer, and semantics allows the meaning to be conveyed.
Students and teachers have separate roles during classroom discourse. Teachers can facilitate the conversation and get the conversation going and monitor students as they are discussing, but then students need to hold the conversation and share ideas and points of view. Students can discuss as a whole class, small groups, or pairs (Kersaint, 2015). They should be split up into groups at discretion of the teacher so students have the greatest chance of learning from and understanding discussion. Another way to make sure students are all participating is put students in groups based on level so one student is not dominating the conversation, or use popsicle sticks with names so there is a fair opportunity for everyone to answer questions.
Using the five process standards, students will be able to agree with or refute statements their peers make, question one another's arguments, reach conclusions, and be engaged in a productive struggle. They can see a variety of approaches to find the solution of a problem and they can learn from one another if they demonstrate their way to the class. Kersaint also suggests students can answer questions based on their approach to write out their thinking, which will confirm they understand steps that must be taken to get to the solution (2015).
When I am working with my students in mathematical discourse, I would use a few different strategies. Some questions I ask can be asked to the whole class and a few students can answer, then other questions may need to be discussed in smaller groups. If students get off topic, confused, or need help getting started in the right direction for conversation, it will be appropriate for me as a teacher to step in and redirect their conversation and clear up any areas of confusion students have. I will also model productive conversation to help students stay on task. This article was helpful because it explained how to get everyone in the classroom to participate in conversation and ways teachers should engage their students when students are having a difficult time participating.
Questions for discussion:
Can every student be a student expert a certain field, or only students who truly understand the concepts being taught?
What questions can you ask students if they are having difficulty solving a problem?
Kersaint, G., Ph.D. (2015). Orchestrating Mathematical Discourse to Enhance Student Learning. 1-20. Retrieved February 3, 2018.
By: Gladis Kersaint, Ph.D
Orchestrating discourse in the classroom is crucial to student learning. Instead of telling students what they need to know about a certain topic, teachers should ask students what they know about it and allow them to build off one another (Kersaint, 2015). Lessons should be structured to encourage student interaction and address any missing pieces in the students' understanding. Kersaint stated that the classroom should be a welcoming environment for student involvement (2015). Discourse should not be dominated by one student; each student should have a fair opportunity to contribute to conversation. Students should be given multiple opportunities to use mathematical vocabulary in their communication. Specific things they should be discussing is the vocabulary whether it is common or specialized, symbols, syntax, and semantics. Syntax and semantics are important because being able to interpret problems written out and write it in mathematical terms is the only way to get the correct answer, and semantics allows the meaning to be conveyed.
Students and teachers have separate roles during classroom discourse. Teachers can facilitate the conversation and get the conversation going and monitor students as they are discussing, but then students need to hold the conversation and share ideas and points of view. Students can discuss as a whole class, small groups, or pairs (Kersaint, 2015). They should be split up into groups at discretion of the teacher so students have the greatest chance of learning from and understanding discussion. Another way to make sure students are all participating is put students in groups based on level so one student is not dominating the conversation, or use popsicle sticks with names so there is a fair opportunity for everyone to answer questions.
Using the five process standards, students will be able to agree with or refute statements their peers make, question one another's arguments, reach conclusions, and be engaged in a productive struggle. They can see a variety of approaches to find the solution of a problem and they can learn from one another if they demonstrate their way to the class. Kersaint also suggests students can answer questions based on their approach to write out their thinking, which will confirm they understand steps that must be taken to get to the solution (2015).
When I am working with my students in mathematical discourse, I would use a few different strategies. Some questions I ask can be asked to the whole class and a few students can answer, then other questions may need to be discussed in smaller groups. If students get off topic, confused, or need help getting started in the right direction for conversation, it will be appropriate for me as a teacher to step in and redirect their conversation and clear up any areas of confusion students have. I will also model productive conversation to help students stay on task. This article was helpful because it explained how to get everyone in the classroom to participate in conversation and ways teachers should engage their students when students are having a difficult time participating.
Questions for discussion:
Can every student be a student expert a certain field, or only students who truly understand the concepts being taught?
What questions can you ask students if they are having difficulty solving a problem?
Kersaint, G., Ph.D. (2015). Orchestrating Mathematical Discourse to Enhance Student Learning. 1-20. Retrieved February 3, 2018.
Questions should be Why and how - so there is true discussion - not can which can be answered with yes or not.
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