Discourse and The Role of Questioning in the Math Classroom: What Should You be Hearing?
How much language did it take this little girl to learn how to do this?
How much language did it take this little girl to learn how to do this?
So how did she learn how to do this?
How much language did it take this little girl to learn how to do this?
So how did she learn how to do this?
And what is she doing now that is so amazing from a learning perspective?
“Half of the human brain is devoted directly or indirectly to vision”
Professor Mriganka Sur, Massachusetts Institute of Technology
Department of Brain and Cognitive Sciences
STUDENT
DISCOURSE
If you want students to talk (about math), you have to give them something interesting to talk about!
Questions, questions, questions
Questions, questions, questions
From a neural standpoint, why ask questions?
Questions, questions, questions
From a neural standpoint, why ask questions?
Questions, questions, questions
What makes a good question?
From a neural standpoint, why ask questions?
So what makes this a good question?
From your own experience and from the discussions here, what are some of the characteristics you'd expect to see in effective "math talk" in the classroom?
Tools and Strategies for Teachers
Professional Learning around Big Ideas &
the underlying "why" from the neuroscience
Access to highly visual mathematics classroom materials
Training on implementing visual materials and facilitating classroom discussion
The impact of Big Ideas
To ensure that all students are mathematically equipped to solve the world's most challenging problems.
OUR MISSION:
CALSA: Discourse and The Role of Questioning in the Math Classroom: What Should You be Hearing?
By Nigel Nisbet
CALSA: Discourse and The Role of Questioning in the Math Classroom: What Should You be Hearing?
Presentation Slides
